LID Inclusion & Behavior

Behavior Strategies for Students with Low
Incidence Disabilities
Trudy Little
Special Education Consultant

WHAT DIFFERENT DISABILITIES
HAVE YOU SEEN IN YOUR CLASSES?

What does incidence mean in reference to
disability?
how many students with any particular disability
or combination of disabilities reside in a
community

What is a “high incidence disability”?
• communication disorders (speech and
language impairments)
• specific learning disabilities (i.e. ADHD)
• emotional or behavioral disorders
National Center for Accessible Instructional Materials
http://aim.cast.org/learn/historyarchive/backgroundpapers/promise_of_udl/what_l-i_d#.U4YJV3JdV8E updated 2010

What is a “low incidence disability”?
Low-incidence disabilities include—
– blindness
– low vision
– deafness
– hard-of-hearing
– deaf-blindness
– significant developmental delay
– complex health issues
– serious physical impairment
– multiple disability
– autism
Typically 1%
School-age
population

Inclusion of students with Low Incidence
Disabilities
“Insufficient Numbers
Students with low-incidence disabilities are difficult
to serve in today's public schools because none of
the low-incidence categories alone can form a group
large enough to [always] warrant the presence of
full-time, school-based, and highly specialized
personnel, except in the largest of big-city school
districts.”

Academics vs. Behavior
It is hard enough to teach modified academics in
the general education classroom without
challenging behaviors interfering.

“If a child doesn’t know how to read, we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave,
we……..... …….teach? ……punish?
Why can’t we finish the last sentence as automatically
as we do the others?”
Tom Herner (NASDE President ) Counterpoint 1998, p.2)
Center for Social Emotional Foundations in Early Learning, Preschool Training Module 1
htp://csefel.vanderbilt.edu/modules/module1/presenters-ppt/Module1.zip

Challenging behavior usually has a message- I am
bored, I am sad, you hurt my feelings, I need some
attention.
Students often use challenging behavior when they
don’t have the social or communication skills they need
to engage in more appropriate interactions.
Basic Assumptions

Behavior that persists over time is usually working for
the student.
We need to focus on teaching students what to do in
place of the challenging behavior.
Basic Assumptions

What are ways you prevent challenging behaviors?
– Positive relationships & Environments
– Schedules & routines
– Engaging activities
– Teaching skills
Prevention is the first step!

WHAT STRATEGIES DO YOU CURRENTLY
USE TO INCLUDE STUDENTS WITH LOW
INCIDENCE DISABILITIES AND PREVENT
BEHAVIORS?

Expert Teachers-
• Research of expert performance
• 12 Teacher interviews
– Excellence in Education Award from the National
Center on Low Incidence Disabilities
– Various experience levels, birth to 21 represented,
residential to inclusive settings, rural, urban &
suburban areas
• 13 Interview Questions
Howell, J. J. & Gengel, S. (2005) Perspectives of effective teachers of students with low incidence disabilities.
TEACHING Exceptional Children Plus, 1(4) Article 6. Retrieved [date] from
http://escholarship.bc.edu/education/tecplus/vol1/iss4/6

12 Expert Teachers of Low Incidence
5 Common Themes
• High Expectations
• Communication
• Respect
• Professional knowledge
• Relationships

Expectations
• “If I could get every parent and every teacher to
make the students be as physically and emotionally
independent as possible, then I think we would see a
tremendous difference . . . . They would leave
knowing that they could succeed, and knowing that
they had to succeed because people wouldn't
pamper them.”

Communication
• Employ active listening
• Change your style of communication to match who
you are communicating with
– Ask what and how
• Calendar for regular contact
• Show respect
• Be flexible- keep trying

Respect as an individual
• “Try to get to know the student! Don't belittle them;
try to figure out what it is that turns them on. Watch
their habits, watch what they do and find what turns
their switch on and then gear material toward that.”
• “Most kids, if you take an interest in their life and are
consistent in rules and expectations, they will respect
you and themselves.”

Professionalism
• The changing nature of the field makes it essential
that teachers pursue opportunities for professional
development and advancement.
– Best Practices in content
– Adult & Community Living Skills (transition)
– Assessments
– Assistive Technology Devices
– Typical Child Development

Relationships
• “When we're talking about inclusion it means being
part of a community. It's not a special program, it's
how you look at kids and how you treat them and
how they are involved in the school.”
• from “need-centered” to “strength-centered”

• Schedule- posted and interacted with regularly
– Visual schedule- times, activities, pictures
• Visual expectations
• Hands on activities
• Reinforcement
– First/Then
• Peers as partners
• Cooperative Learning
– Other student-centered strategies
Strategies for Preventing Behavior

Picture Schedule for High School

Object Schedule for High School

Individual Work Station Routine (HS)

Kagan Structures for Engagement
Clowes, G. The Essential 5: A Starting Point for Kagan Cooperative Learning. San Clemente,
CA: Kagan Publishing. Kagan Online Magazine, Spring 2011. www.KaganOnline.com

STAND UP, HAND UP, PAIR UP
GO FIND A PARTNER!

Tiered Instruction
• All levels can be accommodated
• Vertical Alignment Document at STAAR-Alt Resources
by TEA
• Ask an Alt teacher
• Alternate reading material, activity, video, etc
• Concrete/Hands On

Strategies for Preventing Behavior during
instruction
• Provide oral instruction for students with reading
disabilities.
– Repeat instructions,
– Provide written instructions
• Present tests and reading materials in an oral format
• Frequent progress checks.
– Let them know how well they are progressing toward
an individual or class goal.
• Give immediate feedback.
https://www.teachervision.com/special-education/new-teacher/48460.html

Strategies for Preventing Behavior during
instruction
• Make activities concise and short, whenever
possible.
• Provide them with concrete objects and events—
items they can touch, hear, smell, etc.
• Use lots of specific praise.
– Avoid “You did well,” or “Good Job,”
– Be specific, “You did an excellent job organizing your
ideas for the project.”
https://www.teachervision.com/special-education/new-teacher/48460.html

Teach them the skills
• Social Skills
• Schedules & Routines
• Expectations
• Problem Solving Strategies
• Self-Regulation Strategies

Boys Town Social Skills
Listening to Others
1. Look at the person who is talking.
2. Sit or stand quietly. Don’t yawn, whisper to
others or fidget.
3. Wait until the person is finished talking.
4. Say “Okay”; “Thanks”, or “I see”.
http://www.parenting.org/article/listening-to-others

Boys Town Social Skills
How to Introduce Yourself
1. Look at the person.
2. Smile
3. Use a pleasant voice tone.
4. State your own name.
5. Shake the person’s hand.
6. When departing say, “It was nice to
meet you.”
http://www.parenting.org/article/meeting-new-people

Problem Solving Strategies
http://kelsoschoice.com/community/parent-page/ http://www.indy.gov/OEI/Schools/Applicants/2008/Docu
ments/SEA%20Appendix%20C1.pdf

Breathing Strategies
• Smelling pizza: Imagine smelling fresh hot pizza
that you are waiting to eat. Take a deep breath to
smell the pizza and exhale by bringing your lips
together to blow on the pizza to cool it off so that
you may eat the pizza.

• Birthday Candles: Imagine blowing out birthday
candles. Take a deep breath and exhale by bringing
your lips together to blow all the candles out in one
breath.

Visualize Breaths
• Help student imagine what each breath looks like as
she inhales it. Have her imagine the breath going
down her throat, into the lungs and stomach.
• Lay down with item on belly to show diaphragm
movement
• Yawn and analyze deep inhale

Kagan Strutcures for Engagement
Clowes, G. The Essential 5: A Starting Point for Kagan Cooperative Learning. San Clemente,
CA: Kagan Publishing. Kagan Online Magazine, Spring 2011. www.KaganOnline.com

Rally Coach
• Stand up, pair up with nearest partner
• Decide A & B
• Use Rally Coach to explain the any of the visual
strategies we discussed
– Visual Schedules
– Visual Routines
– Visual Expectations
– First/Then Reinforcement Board
• A goes first

Engagement deters behavior
Kagan, S. Disengagement: Achievement Gaps, Discipline, and Dropout – Treating the Disease, Not Just the Symptoms. San Clemente, CA:
Kagan Publishing. Kagan Online Magazine, Spring/Summer 2010. www.KaganOnline.com

“Engaged with the learning
activities students find little
opportunity or desire to
become disruptive.”
Kagan, S. Disengagement: Achievement Gaps, Discipline, and Dropout – Treating the Disease, Not Just the Symptoms. San Clemente, CA:
Kagan Publishing. Kagan Online Magazine, Spring/Summer 2010. www.KaganOnline.com

• Collaborative Learning Structures
– Stand up, Hand up, Pair up
– Rally Robin (talk)
– Rally Coach
– Timed Pair Share

Accessibility Increases Engagement
• Chrome Extensions
– Readability
– Google Dictionary
– Chrome Speak
– Zoomy
• QR Codes
• Accessibility for
Educators Microsoft
• Simplified or Adapted
Text
– Rewordify
– Adapted Books
– Tar Heel Reader
– Bookshare
– Learning Ali
• SAS Curriculum
Pathways

WHAT PREVENTION STRATEGY WILL
YOU TRY NEXT YEAR?

LID Inclusion & Behavior

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