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What is at least one benefit of using co-teaching strategies in the early childhood classroom? Part 1 Using  Document #1: Observation Report of a Co-Teaching Classroom , answer the following questions (two to three pages): 1. What is at least one benefit of using co-teaching strategies in the early childhood classroom? 2. What two co-teaching […]

American election process In 2011, John Jones, a middle school social science teacher began a unit on the American election process. He began with an introduction of political parties from the revolution to present day. At the end of the politically-balanced unit, students participated in mock debates as candidates from each party and ultimately held

Describe interventions for improving socialization in students with autism. Children and youth with autism characteristically display low levels of social engagement. In fact, Kanner chose the term autism, from the Greek autos, meaning “self,” to reflect this cardinal symptom of the disorder. Attempts to interact by teachers or peers without disabilities may produce challenging behaviors

Describe strategies for facilitating the generalization of new social behaviors. Children and youth with autism characteristically display low levels of social engagement. In fact, Kanner chose the term autism, from the Greek autos, meaning “self,” to reflect this cardinal symptom of the disorder. Attempts to interact by teachers or peers without disabilities may produce challenging

Scenario 3: per-k socialization intervention   Scenario assignments are designed to help the candidate synthesize and apply course content to real-world situations involving individuals with ASD. In Scenario #3, candidates will create a socialization intervention plan for a student with autism.   Scenario: You are a pre-K teacher in an inclusive classroom. Jian, is a

Facilitating Generalization of Social Skills We next discuss strategies that should increase the likelihood of generalization of social skills. These include the Stokes and Baer (1977) generalization strategies (described in Chapter 5) as they relate to social skills as well as additional recommendations that were not presented in Chapter 5. 1. Teach skills that are

Peer-Mediated Interventions Peer-mediated interventions (PMIs) involve using socially competent peer confederates to initiate and maintain social interactions with students with autism. The peer confederatespeer confederatesPeers who are trained to assist with socialization interventions by initiating or maintaining social interactions with students with autism. peer confederatesPeers who are trained to assist with socialization interventions by initiating

Video Self-Modeling Video self-modeling (VSM) involves making a brief video of the student with autism engaging in a target social behavior. VSM is a variation of video modeling. In video modeling (VM)video modeling (VM)An intervention in which the student with autism views a brief video of a model (another child or an adult) demonstrating a

Self-Mediated Techniques Self-mediated techniques use strategies that involve the student doing something to facilitate the use of target skills. For purposes of this discussion, the self-mediated techniques we present are self-monitoring and video self-modeling. Self-Monitoring Self-monitoringSelf-monitoringA self-mediated socialization intervention in which a student is taught to systematically record each time a target behavior is performed.

Ms. Jacobs Uses Antecedent Prompting Remember Ms. Jacobs from Vignette 7.1 ? In addition to directly teaching social skills, she also uses antecedent-prompting procedures with each of her students. To do this, she and her paraprofessional, Ms. Rogers, accompany their students to activities that involve social interaction with peers and adults without disabilities. In these