Thursday, July 31, 2014
Wednesday, July 23, 2014
PALS Strategy Critique and Possible Use inside a Public School, by Brian Mac Farlane, MA.Ed
A Reading Strategy for Grades 2–6
1. List five benefits of PALS.
1. Allows all students—those with and
without learning difficulties—to be actively involved in peer-mediated sessions
2. Makes it possible for students with
disabilities to spend more time in the least restrictive environment, thus
increasing their access to the general education curriculum
3. Can be used as a research-validated
reading approach in schools implementing response to intervention
- Motivates students
- Promotes collaboration
and positive social interactions among students
2.
Name the three reading activities
for PALS (Grades 2–6) and describe the reading skills targeted by each.
Partner Reading with Retell, Paragraph Shrinking, and Prediction
Relay are three reading activities for PALS grades 2-6.
3.
Describe a typical PALS session. Be sure to discuss the roles of
both the students and the
teacher.
Paragraph Shrinking, is designed to
improve comprehension. Mrs. Nash learns that this activity will help students
to: monitor their own comprehension and focus on the main idea of each
paragraph, pay attention to important details, and elaborate on the content.
There are four lesson steps;
Step 1. The higher-performing student reads
for five minutes, beginning where the second reader left off in Partner Reading
and stopping at the end of each paragraph.
Step 2. At the end of each paragraph, the
higher-performing reader identifies the main character (i.e., the who or
what) and summarizes the main idea in 10 words or fewer.
Step 3. After switching roles, the
lower-performing student picks up where the higher-performing reader left off
in the text, reading for five minutes and stopping at the end of each
paragraph.
Step 4. At the end of each paragraph, the
lower-performing reader identifies the main character (i.e., the who or what)
and summarizes the main idea in 10 words or fewer.
The Coach
monitors and provides immediate and corrective feedback when his or her partner
commits an errors: For example, the partner may incorrectly summarizing the
paragraph or they could attempt to summarize using more than 10 words. This
lesson is time efficient as it takes only ten minuets, so the teacher can add
it into the daily schedule with minimal loss of required instructional mandates
( math, ELD or computer based learning).
4.
Imagine that you are Ms. McVee, a
sixth-grade teacher implementing PALS with a class of 29 students. Choose one
of the two methods discussed in this module for moving students for partner
reading. Explain why you chose this option.
I would select option one which argues since students are partnered for a
three- to four-week period, the teacher can create a new seating arrangement—one
in which partners are seated next to one another—each time new partners are
assigned. Doing so will eliminate the need for students to move around the
classroom to join their reading partners. Similarly, I selected this strategy
because it fosters relationship
building, reduced transition time, and minimize the amount of time my students
are engaged in a non-academic activity.
5.
Again, imagine that you are Ms.
McVee. Of your 29 students, three are absent. As a result, three students are
without their regular partners. How would you ensure that each student could
participate in your regularly scheduled PALS session?
I would consider
the below four strategies to ensure that all students can engage in a reading
activity even in the event that one or more students are not present.
ü A higher-performing reader might
read independently for the session. (For obvious reasons, this should be done
sparingly, if at all possible.)
ü The student might join another pair
of students to form a triad. Each student will serve as the Coach for one of
the three reading activities.
ü If the partners of two students are
absent, those students can be paired for the session. As always, the pairs will
read from the lower-performing readers’ book.
ü Although less likely, a student
from another classroom who is engaged in PALS and does not have a partner for
the day might join the class for the session.
PALS Strategy Critique and Possible Use
PALS (Peer-Assisted Learning
Strategies) is characterized as a peer-tutoring program
teachers can utilized within school
classrooms ( K through 12) to improve student proficiency in reading. Its core
purpose is not intended to replace but supplement students’ existing reading
curriculum. Moreover, PALS was created
for students with diverse academic needs as well as English language learners. PALS
benefits students because it creates an active involvement through in peer-mediated sessions. Students with
disabilities benefit because PALS increase their access to the general education
curriculum by increasing the time spent in the least restrictive environment. Finally,
PALS represent a research-validated reading approach for teachers who implement
RTI. Partner Reading with Retell, Paragraph Shrinking, and Prediction Relay
are three reading activities for PALS grades 2-6. In
addition to being trained in each of the reading strategies, students are
taught to correct their partner’s reading errors, award points for correct
responses, and provide consistent encouragement and feedback. Developers
recommend that tutoring sessions last approximately 10-35 minutes and be conducted
three to four times a week.
PALS can be
utilized at any school site as it permits the integration of more strategic instruction during my RTI
rotations as well as small tutoring
sessions. Partner Reading with Retell, Paragraph Shrinking, and Prediction Relay
are three reading activities can allow
teachers to meet the individual needs of my IEP and RTI level three students. Similarly these PAL reading strategies utilizes the fundamental ability differences
of each student within a classroom setting. Therefore, PALS will eliminate the need to consider “Push In” because all the students are serviced in one classroom but work on different levels.
Video Monitoring Basics for Special Education Teachers
By Brian Mac Farlane, MA.Ed
BMF Consulting Group
Literature
Review:
All
the research studies I reviewed were determined to meet the NPDC of ASD’s
criteria as an evidence-based practice. My review studies covered the domains of communication,
social, academic/cognition, and play, and functional skills were represented . These studies actually serve as
the foundation for the evidence base research in which video modeling was
implemented in home and school settings. So, the evidence-based research results affirmed
how video modeling can be effectively implemented with learners from early
childhood , middle school, and even adulthood. In addition, these research studies also supported the statistic the Autism is
prevalent in males as each study participants gender was male.
Methods and practices fell within group as well as
single subject research guidelines. The purpose of the research investigations can be summarized into an attempt to test the effectiveness
of videotaped modeling as a means of promoting
generalization across social settings.
Dependent
and independent variables were well outlined and clear to the reader. Quality
indicators for describing participants were sufficient and at times extensive.
The interventions were insightful and the data analysis provided an adequate
link to key research questions. I was
particularly pleased with how each research team assessed not only the fidelity
of implementation but examined the quality of implementation in their discussions.
In addition they commonly used studies used multiple baseline across subject
design, established design control, and the results documented patterns that demonstrated experimental
control. Each research study exhibited
social validity in typical physical and social contexts. However, external
validity proved problematic as experimental affects are
difficult to replicate across participants, settings, and materials. For example,
the three participants in the Haring, Kennedy, and Adam research, were able to
generalize purchasing skills in only three targeted stores, but not across all
stores. Although the videotape simulation method seemed to be effective,
simulation techniques (especially when used without concurrent training in a
natural environment) have shown an inconsistent pattern of effectiveness (Coon,
Vogelsberg, & Williams, 1981).
In
conclusion, the videotape modeling procedure used in each of the six research
studies resulted in increased independent functioning and social responding for
the participants. More importantly, the studies represented a positive addition to the growing literature on the importance
of utilizing video modeling with
children with autism. Video modeling is a promising method for
promoting social skills in these children (LeBlanc et al., 2003;
Sherer et al.,2001). However, there is a
widely held consensus for further
research with videotape modeling. The scope of future research may attempt to
identify the effects of teaching
peer-directed social skills or examine
the impact of feedback on the acquisition of social language skills. Finally, I agree with Apple, Billingsley, and
Swartz call for further research investigation to uncover methods that could
be employed when video modeling is not successful. Expectantly, this future
research might provide educators with possible alternatives to teach compliment
giving and other similar and complex social initiations.
Information Brief:
Video modeling is
a strategy involving the use of videos to provide modeling of targeted skills
(Bellini & Akullian, 2007). There are four types
of video modeling (basic video modeling, video self-modeling, point-of-view
video modeling, and video prompting). Basic
video modeling involves recording someone besides the learner engaging in
the target behavior or skill (i.e., models). The video is then viewed by the
learner at a later time. Video self-modeling is used to record the
learner displaying the target skill or behavior and is reviewed later. Point-of-view
video modeling is when the target behavior or skill is recorded from the
perspective of the learner. Video prompting involves breaking the behavior skill into
steps and recording each step with incorporated pauses during which the learner
may attempt the step before viewing subsequent steps. Video prompting may be
done with either the learner or someone else acting as a model. Video modeling
can
enhance children’s abilities to independently complete unfamiliar or complex
directions by condensing the content to only essential information (Williams, Goldstein,
& Minshew, 2006). All four types of
video modeling can be effective learning strategies because they allow the
student to focus on what is important in mastering targeted behaviors.
According
to current legislation (i.e., No Child Left Behind Act of 2001, Individuals
With Disabilities Education Act), instructional strategies used in classrooms
must be scientifically research-based (Simpson, Myles, & Ganz, 2008). Visually
based instruction such as video modeling, a research supported intervention,
may be more appropriate and effective than other approaches for students with
ASD for a number of reasons (Bellini & Akullian,
2007; Delano,
2007b). Similarly, video modeling
exemplify evidenced – based practice criteria because it methodology abide by the
approved criteria of Evidence-based research. Further, video
modeling and contemporary research suggest that video modeling can be
effectively implemented with ASD learners from early childhood through middle
school. Additionally,
visually based interventions support an ASD students’ ability to shift
attention (Quill 1995,1997, 1998), make abstract concepts more concrete
(Peeters, 1997), and may be less socially stigmatizing than verbal reminders by
adults or companions when in the presence of peers. Although there are limited evidence based research to support widespread
use at the secondary levels, I would consider utilizing this learning strategy with
ASD students at the secondary level who are sensitive to verbal reminders or
non – responders traditional
intervention strategies.
Benefits of Video
Modeling
• Increase
appropriate social interactions • Improve conversation skills
• Improve daily
living skills •
Improve play skills
Steps for Implementation: Ten steps
are outlined below which describe how video modeling is implemented with
learners with ASD.
Step 1.
Targeting a Behavior: teachers/practitioners focus on
identifying a behavior for the learner with ASD to acquire and then clearly
describe it so that accurate data can be collected throughout the intervention
process to monitor its effectiveness
Step 2. Having the Correct
Equipment: practitioners must have
access to two basic pieces of equipment to implement video modeling techniques
with learners with ASD: (a) something to make the video and (b) something to
show the video (Sigafoos et al., 2007).
Step 3. Planning for the Video Recording: Creating a script or task analysis of the skill that is being
taught is very important for video modeling. A task analysis is helpful for
breaking down a complex skill into a sequence of several behaviors (e.g., all
the steps in learning how to make a bed, how to use a microwave oven). It
should include a list of all of the steps needed to complete the target behavior
(Sigafoos et al., 2007).
Step 4. Collecting Baseline Data : Videos used during the intervention should be determined by
baseline data. For example, if the learner already knows the first three steps
in shoe tying, only the remaining steps could be included (Sigafoos et al.,
2007).
Step 5. Making the Video : teachers/practitioners make the video that
will be used to teach a specific skill during the video modeling intervention.
Step 6. Arranging the Environment for Watching the Video : Teaching should take place in the most natural setting and at
times when the target behavior can be used in a functional way (e.g., making a
sandwich at lunch time with the video being shown right before). It is
important to use the same materials during the intervention as those that are
used in the video (Sigafoos et al., 2007).
Step 7. Showing the Video : teachers/practitioners
show the video that demonstrates the use of the target behavior to learners
with ASD.
Step 8. Monitoring Progress : Once the learner is consistently using the
target behavior, fade the use of prompting (as appropriate) and the video to
promote maintenance of the behavior (Sigafoos et al., 2007).
Step 9. Troubleshooting if the Learner is Not Making Progress In this step, teachers/practitioners
adjust or change tactics to help learners with ASD acquire the target behavior
if they are not making adequate progress.
Step 10. Fading the
Video and Prompting Scene fading
involves gradually removing scenes or parts of the task from the video that the learner has mastered
(Sigafoos et al., 2007).
In conclusion, video modeling built
its foundation on social learning theory, which emphasizes people can learn by observing
and then replicating these actions. Although the steps may seem cumbersome to
practitioners, the overall benefits far outweigh the cost in time and
materials. These strategies respond to
stimulus over selectivity by assisting students in focusing and maintaining attention
to relevant stimuli (Shipley-Benamou,
Lutzker, & Taubman, 2002). Therefore
visually based approaches like video
modeling may help address pervasive difficulties in students with
ASD. Unfortunately, more research is needed as the number of
students diagnosed with ASD increases.
Literature
Review Sources:
Apple, A., Billingsley,
F., & Schwartz, I.(2005). Effects of video modeling alone and with
self-management on compliment-giving behaviors of children with high-functioning
ASD. Journal of Positive Behavior Interventions, 7, 33-46.
Charlop, M. H., & Milstein,
J. P. (1989). Teaching autistic children conversational speech using video
modeling. Journal of Applied Behavior Analysis, 22(3), 275-285
Haring, T. G.,
Kennedy, C. H., Adams, M. J., & Pitts-Conway, V. (1987). Teaching
generalization of purchasing skills across community settings to autistic youth
using video tape modeling. Journal of Applied Behavior
Analysis, 20, 89-96.
Maione, L.,
& Mirenda, P. (2006). Effects of video modeling and video feedback on
peer-directed social language skills of a child with autism. Journal of
Positive Behavior Interventions, 8, 106–118.
.Nikopoulos, C. K.,
& Keenan, M. (2004). Effects of video modeling on social initiations by
children with autism. Journal of Applied Behavior Analysis, 37(1),
93-96.
Shipley-Benamou, R.,
Lutzker, J. R., & Taubman, M. (2002). Teaching daily living skills to
children with autism through instructional video modeling. Journal of Positive Behavior Interventions,
4, 165–175.
References:
Bellini, S.,
& Akullian, J. (2007). A meta-analysis of video modeling and video
self-modeling
interventions for children and adolescents with autism spectrum disorders. Exceptional
Children, 73,264–287.
Coon, M. E.,
Vogelsberg, R. T., & Williams, W. (1981). Effects of classroom
transportation instruction on generalization to the natural environment.
Journal of the Association for the Severely Handicapped, 6(2), 46-
53.
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