School divisions are moving from a fragmented, reactive approach for supporting student social behavioral needs to a systemic, proactive and preventative approach. School-wide Positive Behavioral Interventions and Supports (SWPBIS) is a “decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes… Read More Positive Behavioral Interventions and Supports (PBIS): Exploring a Systemic Approach to Supporting Student Behavior
Writing Across the Content Areas
It is important for students to have daily opportunities to write. One way to provide regular writing practice for students is to ask them to write about what they are learning during math, science, and social studies lessons. A great benefit of writing about a specific content area is that it increases comprehension. Research… Read More Writing Across the Content Areas
Check out the UPS of Problem Solving
“Don’t take the problem solving out of problem solving” (p. 34). Rather, teach through problem solving, and teach students to solve problems with effective processes and strategies. Find tasks that encourage students to practice a particular problem solving strategy. As students’ grapple with the math, and discuss their ideas about their solutions, they develop skills… Read More Check out the UPS of Problem Solving
National Professional Development Center for ASD Releases New List of Evidence-based Practices
The center has recently completed an expanded and updated review, Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorders (Wong, C., Odum, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick. et al. 2013) which yielded a total of 27 practices. Evidence-based intervention practices (EBPs)… Read More National Professional Development Center for ASD Releases New List of Evidence-based Practices
eBooks Can Improve Phonological Awareness Skills, Alphabetic Knowledge, and Vocabulary
Research on the efficacy of digital books supporting literacy development for young children is overwhelmingly positive for children with and without disabilities. Electronic books can support literacy development in the areas of phonological awareness skills, alphabetic knowledge, and vocabulary development (Salmon, 2013). Research Even with the knowledge of benefits children derive from electronic books, the… Read More eBooks Can Improve Phonological Awareness Skills, Alphabetic Knowledge, and Vocabulary
To See It is to Understand It!
Provide students with manipulatives such as pattern blocks, cubes, toothpicks, plastic links, buttons and other concrete objects so they can create and recognize various patterns that include: color sequences (e.g. RRB for red red blue blocks); alternating size patterns such as small-large small-large; or one more and one less patterns. Math educator and author Dr…. Read More To See It is to Understand It!
Building Capacity one Practice at a Time: Supporting Students with Emotional Disabilities
Students at risk for and with emotional disabilities (ED) represent the smallest number of students in our education system, but often require the most resource intensive supports. The diverse academic and social behavioral needs of students with ED create challenges for educators to provide effective educational programming. Research Students at risk for and with… Read More Building Capacity one Practice at a Time: Supporting Students with Emotional Disabilities
