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Reading, Math, and Science for Middle School Students with Significant Cognitive Disabilities : 

Reading, Math, and Science for Middle School Students with Significant Cognitive Disabilities Diane Browder, Ph.D., Katherine Trela,M.S., & Bree Jimenez,M.Ed. 2006 University of North Carolina at Charlotte

Something is changing in curriculum for students with significant cognitive disabilities : 

Something is changing in curriculum for students with significant cognitive disabilities

Changing Curricular Context for Students with Significant Disabilities : 

Changing Curricular Context for Students with Significant Disabilities Early 1970s Adapting infant/ early childhood curriculum for students with significant disabilities of all ages 1980s Rejected “developmental model” Functional, life skills curriculum emerged 1990s Also: social inclusion focus Also: self determination focus 2000 General curriculum access (academic content) Plus earlier priorities (functional, social, self determination)

What promoted general curriculum access…. : 

What promoted general curriculum access…. A national focus on reading, math, and science… Includes all students (yes, including Ss with significant cognitive disabilities)… Schools report as part of AYP for NCLB (yes, including Ss with significant cognitive disabilities)

Research to Date : 

Research to Date What does research indicate about whether students with moderate and severe disabilities can learn academics?

Reading: Mostly sight words (without comprehension) : 

Reading: Mostly sight words (without comprehension) Browder, D. Wakeman, S., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, R.F. (2006). A comprehensive review of reading for students with significant cognitive disabilities. Exceptional Children, 72, 392-408.

Math: Mostly money : 

Math: Mostly money Browder, D., Spooner, F., Ahlgrim-Delzell, L., Harris, A., & Wakeman, S. (in submission). A comprehensive review of research to teach math to students with significant cognitive disabilities.

Science: Almost nothing! : 

Science: Almost nothing! Courtade-Little, G., Spooner, F., & Browder, D. (Accepted). A literature review of science for students with significant disabilities. Research and Practice in Severe Disabilities.

Academics vs. Life Skills : 

Academics vs. Life Skills Both can be taught; both are important Academics can be taught in ways that are meaningful We do not know what students can learn until we try teaching the content; educational opportunity Life skills are not a prerequisite to learning academics Students who are not disabled do not have to master all life skills to be eligible to learn to read; double standard Balance is needed-in planning IEPs and developing daily schedule

Knowledge Needed to Implement General Curriculum Content : 

Knowledge Needed to Implement General Curriculum Content A clear understanding of what it means to teach general curriculum content linked to grade level standards Examples of interventions teachers can follow as models for planning instruction Social validation from students and parents that goals and outcomes are valued and meaningful

Focus for this Session- Examples of Interventions : 

Focus for this Session- Examples of Interventions Part I: Literacy Part II: Mathematics Part III: Science Support for this research was provided in part by Grant No. H324M03003 of the U.S. Department of Education, Office of Special Education Programs, awarded to the University of North Carolina at Charlotte. The opinions expressed do not necessarily reflect the position or policy of the Department of Education, and no official endorsement should be inferred.

Part I: Literacy : 

Part I: Literacy Browder, D.M., Trela, K.C., & Jimenez, B. (In preparation). Increasing participation of middle school students with severe disabilities in reading of grade appropriate literature.

Reading Instruction for Students with Significant Disabilities : 

Reading Instruction for Students with Significant Disabilities Most research has been on sight word instruction (Browder & Xin, 1998; Al Otaiba & Hosp, 2004) Some research has shown positive effects for phonological awareness training (O’Connor, Jenkins, Leicester, & Slocum, 1993; O’Connor, Jenkins, & Slocum, 1995; O’Connor, Notari-Syverson, & Vadasy, 1996) Recent review of literature showed no studies demonstrated a longitudinal approach to reading and all targeted only one or two components of reading. (Browder, Wakeman, Spooner, Algrim-Delzell, & Algozzine, 2006)

Teaching Reading to Students with Significant Disabilities : 

Teaching Reading to Students with Significant Disabilities Reading intervention needed that: Includes all components of reading instruction Uses grade-appropriate literature to access general curriculum Promotes acquisition of literacy skills Assesses acquisition of early literacy skills

Purpose : 

Purpose To examine the effects of training teachers to use a literacy lesson plan based on NRP components of reading and self-monitor literacy instruction

Research Questions : 

Research Questions a) What is the effect of the use of self monitoring and a lesson template in teachers’ use of components of reading to teach grade-appropriate literature to students with significant cognitive disabilities? b) What is the effect of teachers’ training in the components of reading following the template on student’s emergent literacy skills?

Design, Participants, & Setting : 

Design, Participants, & Setting Multiple probe across participants 3 teachers of students with significant disabilities 6 students:2 students selected by each teacher (2 students with autism, 2 students with severe MR, 2 students with moderate MR) 3 Language Arts Teachers In self contained special education classes

Variables : 

Variables Independent Variable: Teacher training in use of lesson template to deliver and self – monitor literacy lesson using grade-appropriate adapted books Dependent Variable: Teacher: Number of steps followed on a literacy lesson task analysis Students: Number of independent, prompted, and overall responses recorded on a student response checklist

Materials : 

Materials Literacy Lesson Task Analysis Steps addressed the NRP’s 5 Components of Reading: Phonemic Awareness Phonics Fluency Vocabulary Comprehension Student Response Checklist Observed emergent literacy behaviors (prompted and independent): Point to text

Student Response Checklist(cont’d) : 

Student Response Checklist(cont’d) Observed emergent literacy behaviors: Read repeated story line Turn page at appropriate time Respond to literal comprehension questions Respond to inferential comprehension questions Make predictions Identify letters and letter sounds Blend sounds to make words Identify meaning of a vocabulary word

Task Analysis:Literacy Lesson : 

I. OPENING: All students. ____1. Attention grabber activity : Sensory stimulation (AVTKGO*) * Auditory, Visual, Tactile, Kinesthetic, Gustatory (taste), Olfactory II. WORD STUDY : Words taught in isolation and identified explicitly as target vocabulary. ____2. Teacher says vocabulary word and gives student an opportunity to repeat. (0 delay) ____3. Give student opportunity to say or recognize vocabulary word.(Wait #sec for response; may repeat) ____4. Teacher says letter sound and gives student an opportunity to repeat. (0 delay) ____5. Give student opportunity to say or recognize letter sound. (Wait #sec for response;may repeat) III. TEXT AWARENESS ____6. Teacher reads title. ____ 7. Give each student an opportunity to point to/say title on own book or checks for group to respond. ____8. Teacher reads author’s name. ____9. Gives each student an opportunity to say/point to author’s name on own book or checks for group to respond. ___ 10. Teacher models opening book. ___ 11 Gives each student an opportunity to open own book (1)without being told, then (2) prompts as necessary ___ 12. Teacher asks prediction question. ___13. Gives each student an opportunity to answer prediction question. Task Analysis:Literacy Lesson

Slide 22: 

Reading the Chapter Read aloud pages: ___14.Teacher reads 1 or more pages aloud to get story started. (Read aloud only pages:___________OR may read aloud entire chapter, then go back to do the following:) Review last page read to practice text-point: ___15. Teacher points to each word in chosen sentence while reading aloud on “text point page.” ___16. Gives each student an opportunity to point to chosen line on “text point page” in own book. Identify vocabulary in context: ___17. Teacher reads vocabulary in context.. ___18. Teacher points out (points physically or draws attention to) vocabulary word in context. ___19. Gives students opportunity to point to/ say vocabulary word. Throughout the story, teacher will: ___ 20.Give students an opportunity to anticipate repeated story line. ____21. Give students an opportunity to imitate repeated story line. ___ 22.Give students an opportunity to anticipate turning page without being told. ____23. Give students an opportunity to turn own page/ask for help to stay on same page with teacher. IV. COMPREHENSION ____24. Teacher asks comprehension question of each student at end OR throughout story. ____25 Gives opportunity for student to answer comprehension question providing scaffolding as necessary to get answer.

Materials (cont’d) : 

Materials (cont’d) Grade-appropriate Literature: Chosen from school district’s list of recommended supplemental reading Adapted to support emergent literacy skills: Chapters summarized & re-written at Grade 2-3 listening comprehension level Repeated story line on each page-change with each chapter to support main idea Picture symbols to support key vocabulary (character names, places, events, emotions, important details) Books provided to each student and overhead copy

Procedure : 

Procedure Pre-baseline: Teachers asked to “Show us a literacy lesson” TA & Student Response Form used to observe Teacher & Student Behaviors 1st General Workshop: All teachers attended (i.e., Special and General Education Teachers) Overview of study Collaborative planning session Received first adapted book (Call of the Wild by Jack London)

Procedure (cont’d) : 

Procedure (cont’d) Baseline : Teachers asked to “Show us a literacy lesson using the adapted book” Additional observation point for Teacher 2 (used adapted story from previous year’s study) Intervention: 1st Teacher enters intervention-self selected to accommodate teaching schedule Training site: chosen by teacher (school’s conference room) Substitute provided with project funds Trainers explain & demonstrate each step of TA Trainers role play entire lesson, using TA to self-monitor, teacher observes, compare observations Teacher role plays entire lesson, uses TA to self-monitor,trainers observe, compare observations

Procedure (Cont’d) : 

Procedure (Cont’d) Post-Intervention Teachers continue to receive new titles (1 book / month) Observations for 2 weeks immediately following training Teacher & Observer compared observation & self-monitoring checklist after each visit Maintenance Observations before each new teacher entered training

Results : 

Results Functional relationship indicated between training in use of Literacy Lesson TA (with self-monitoring) and number of steps followed in lesson plan delivery Functional relationship indicated between teacher training and: Increase in overall student responses, with: Decrease in prompted responses Increase in independent responses

Teacher Behaviors : 

Teacher Behaviors Teacher 1 Teacher 2 Teacher 3 Baseline Intervention Maintenance

Teacher 1 : Student Responses : 

Teacher 1 : Student Responses

Teacher 2: Student Responses : 

Independent vs. Prompted Ann Total Responses Independent vs. Prompted Teacher 2: Student Responses

Teacher 3 : Student Responses : 

Cheryl Total Responses Independent vs. Prompted Sam Total Responses Independent vs. Prompted Teacher 3 : Student Responses

Interrater ReliabilityIRR recorded for 38% of lessons : 

Interrater ReliabilityIRR recorded for 38% of lessons Teacher behaviors: Between researchers: 97% Between teachers & observers: 98% Student responses: Between researchers: 94%

Social Validity : 

Social Validity Teacher Intervention Rating Profile Teachers agreed that intervention was fair, practical, and would recommend to other teachers. Most useful component/s: Task Analysis & Adapted Books Teachers had little previous training in teaching reading Least useful: collaborative planning materials Teachers reported lack of common planning time to work with general education teacher

Limitations : 

Limitations Small sample size Lessons delivered in self-contained setting Few opportunities for special education and general education teachers to collaborate Adapting books is labor-intensive; may not be practical for teachers to do on their own

Implications for Research : 

Implications for Research Systematic replication in other locations Instructional delivery to groups of students Instruction in general education classroom Examine use of task analysis with self-monitoring to teach other subject areas (e.g., science, math)

Implications for Practice : 

Implications for Practice Staff development for administrators to support collaborative planning for special and general education teachers Parent & sibling workshops to encourage literacy behaviors at home Enlist support of peers to adapt and produce grade-appropriate books

Summary : 

Summary Evidence for teacher training that includes Background information (e.g., 5 components of reading, systematic instruction techniques) Task analytic instruction Evidence for supporting student participation with Adapted grade-appropriate materials Increased opportunities to respond

Next Steps : 

Next Steps District-wide teacher training in use of lesson plan and adapting books Post adapted books on website Collaborate with Parent Center Exceptional Children Assistance Center, Davidson, NC ( ECAC) will hire staff member to train parents in use of story-based lessons at home

Part II: Mathematics Algebra : 

Part II: Mathematics Algebra Jimenez, B., Browder, D.M., & Courtade, G. (In submission). Teaching an algebraic equation to students with moderate disabilities.

Teaching Math Skills : 

Teaching Math Skills Reading, math, and science part of NCLB (2001) mandate High stakes testing raised standard for teaching academics Comprehensive review of teaching math skills to students with significant cognitive disabilities (Browder, Spooner, Ahlgrim-Delzell, Harris, & Wakeman, 2006) 1975-2005 55 studies in 53 publications 2 articles had double experiments

Slide 41: 

Math skills taught to students with moderate mental disabilities Money management Colyer & Collins (1996) Borakove & Cuvo (1977) McDonnell, Horner, & Williams (1984) Counting and number identification Lalli, Mace, Browder, & Brown (1989) Matson & Long (1986) Morin & Miller (1998)

Slide 42: 

Time telling Polychronis, McDonnell, Johnson, Riesen & Jameson (2004) Vacc & Cannon (1991) Basic number identification and number matching Polychronis et al. (2004) Repp, Karsh, & Lenz (1990) Lalli et al. (1989)

Slide 43: 

Many students are not being exposed to a wide variety of math skills Historically, focus on math skills has been within activities of daily living like shopping Aeschleman & Schladenauffen (1984) Browder, Snell, & Wildonger (1988) Haring, Kennedy, Adams, & Pitts-Conway (1987)

Slide 44: 

Some work in teaching algebra to students with Learning Disabilities Witzel, Mercer, & Miller (2003) Effect of an explicit concrete-to-representational-to-abstract (CRA) on teaching students with learning disabilities algebra skills Lack of studies involving students with moderate disabilities in higher-level mathematical skills

Slide 45: 

Purpose To determine the effect of systematic instruction on the acquisition of computation skills in an algebraic component

Method : 

Method Participants Inclusion criteria Self-contained high school classroom for students with moderate mental disabilities Current IEP Signed parental consent forms Meet pre-screening academic guidelines (number identification of 1-9 & the ability to rote count 1-9)

Slide 47: 

Jack 17 years old – 11th grade, male, WISCIII 42 Leo 15 years old – 9th grade, male, WISCIII 49 Cindy 15 years old – 9th grade, female, WISCIII 42

Slide 48: 

Setting Classroom for student with moderate mental disabilities within a public high school in a large urban school system Intervention takes place within the classroom, with individual 1:1 instruction Dependent Variable Number of steps correct on task analysis

Task Analysis for Solving Equation : 

Task Analysis for Solving Equation Response Definition Student points to sum on equation Moves red marker to sum on chart Counts number of items in container and finds number on equation  Moves the green marker to number on chart  Count to the sum with materials Selects the number counted  Puts correct number in for X in for formula Puts correct number needed in container  Solves for X (writes number)

Objective : 

Objective Task Student will complete algebraic addition equation to complete vocational task # + x = # x = _____

Equation Prompt : 

ADD SUBTRACT + - Equation Prompt

Design and Data Collection : 

Design and Data Collection Experimental Design Multiple probe across participants Data Collection Procedure Taken by teacher Baseline data =3 consecutive days After baseline, the first participant will receive the intervention alone 5 steps correct for P1, P2 and P3 = probe, and P2 will receive the intervention Finally, P3 = probe, and intervention

Intervention : 

Intervention Systematic instruction application Constant Time-delay Session one –0 second verbal and model Session two –0 second verbal . . .4 second model Session three - (continue until mastery) 4 second verbal . . . 4 second model Errorless learning – error correction If errors persist – repeat 0 second time-delay for 1 session

Procedural Fidelity : 

Procedural Fidelity Procedural fidelity Once a week during intervention with each participant (15%) of sessions Second rater used the task analysis to take data of student performance at the same time as the teacher Second rater checked procedural fidelity by scoring if each step was taught using the correct order of prompts, timing of prompts, timing of praise, and interruption of errors Mean of 98.9%

Interrater Reliability : 

Interrater Reliability Interrater reliability Once a week (15% of sessions) Point-by point agreement Second rater used the task analysis to take data of student performance at the same time as the teacher Teacher and second-rater compared data collection after the teaching session Percentage agreement 100%

Results : 

Results Student 1 – Jack Mastery after 46 sessions (15 absences) Generalization –materials and other algebra equations Student 2 – Leo Mastery after 11 sessions Generalization – materials and other algebra equations Student 3 – Cindy Cindy was able to learn 8 out of the 9 steps by lesson 31 At session 15 was given the task-analysis to help her self-monitor the steps to be completed Additional modification after the 29th lesson, due to errors A 15-second time delay was built in prior to the first step to allow Cindy time to focus on the task analysis

Slide 57: 

SESSIONS NUMBER OF STEPS CORRECT ON TASK ANALYSIS Jack Leo Cindy Baseline Intervention Ss given task analysis Triangle = generalization across materials Square = generalization to general ed setting, with peer Star = Maintenance Data SESSIONS NUMBER OF STEPS CORRECT ON TASK ANALYSIS Jack Leo Cindy Baseline Intervention Ss given task analysis Triangle = generalization across materials Square = generalization to general ed setting, with peer Star = Maintenance Data

Discussion : 

Discussion While concrete referents used in earlier algebra studies faded to Arabic symbols; ongoing support in current study Task analytic instruction with systematic prompting similar to that used in life skills; teaching fewer skills with more repetition another difference in algebra for this population Gave skill a functional context- materials needed for a job; students with significant cognitive disabilities may need to know why to do the skill not just how

Discussion : 

Discussion Introduction of self-instruction and increased time to respond promoting learning by third participant May be preferable to begin with self directed learning Need for social validation of outcomes by parents and students Informal feedback -students eager to do algebra lessons; told friends that they were learning algebra

Limitations and Future Research : 

Limitations and Future Research Limitations – P1 absences Limited data on P3 with task-analysis – time factor Future Research – More generalization to General Education Classroom Fading of concrete referents Other high school math skills – systematic instruction Replication with more students and by other researchers needed for evidence-based practice

Part III: Science : 

Part III: Science Courtade, G. The effects of inquiry-based science instruction training for teachers of students with significant disabilities. Doctoral Dissertation at University of North Carolina at Charlotte. Presented by Diane Browder, Dissertation advisor.

Science : 

Science Courtade, G. (2006). The Effects of Inquiry-Based Science Instruction Training on Teachers of Students with Significant Disabilities. Doctoral Dissertation, UNC Charlotte. Students learn about density.

Introduction : 

Introduction Why teach science to students with significant disabilities? A Nation at Risk (1983); Project 2061: Science for all Americans (1985); National Science Education Standards (1996) No Child Left Behind (2002) Individuals with Disabilities Education Act (IDEA, 1997)

Teaching Science : 

Teaching Science National Science Education Standards (NSES) recommends the use of inquiry based instruction for science students can learn science in a way that represents how science actually works

Teaching Science to Students with Significant Disabilities : 

Teaching Science to Students with Significant Disabilities Limited research must be extrapolated from skills often categorized as daily living skills (first-aid skills, self-protective skills, safety skills) Only found 10 studies; all single subject Total N=42 participants All in separate special education contexts; one in a summer program Nearly all were Science for Personal and Social Perspective (First aid and safety research)

Purpose : 

Purpose To determine if training teachers of students with significant disabilities to teach science concepts using a guided inquiry-based method would change the way science was instructed in the classroom. Further objectives: to determine if training the teachers would increase students’ participation and achievement in science.

Significance : 

Significance Adds to the research demonstrating that students with significant disabilities can make progress within academic content standards Expands the research on how to teach science and academics to students with significant disabilities (currently no evidence-based practice) Provides a method that can be used to teach science across content standards

Method : 

Method Participants 4 teachers of middle school aged students with significant disabilities 8 students with moderate cognitive disabilities in grades 6-8 Setting 4 self-contained classrooms in a large urban school district located in the southeastern US

Variables : 

Variables Independent Variable Teacher training using a multi-component approach consisting of written and verbal instructions, role playing, feedback, and an observation Dependent Variables Checklist for an Inquiry Based Science Lesson Checklist for Student Acquisition of Inquiry Skills Total of New Science Terms Used Science Content Area Taught

Science Steps : 

Science Steps Engage Student interacts with materials and communicates what wants to know Investigate & Describe Relationships Plans ways to gather information Looks for pattern Construct Explanation Communicates explanation Tests explanation Report Communicates what found (e.g., selects picture) Contact Ginevra Courtade for more information.

Slide 71: 

Number of lesson components taught during science instruction Results-Teachers

Slide 72: 

Number of Inquiry Skills Acquired by the Students during Science Instruction Results-Students

Percentage of lessons in each science content area : 

Percentage of lessons in each science content area

Discussion : 

Discussion Teachers were able to teach inquiry-based science lessons after training Teachers taught across different content areas Students acquired science skills

Contact Information : 

Contact Information Dbrowder@email.uncc.edu kctrela@email.uncc.edu B.jimenez@cms.k12.nc.us Website: http://education.uncc.edu/access