Education Course – SPED/530: Introduction To Learners With Special Needs

Education Course – SPED/530: Introduction To Learners With Special Needs
Sample Answer for Education Course – SPED/530: Introduction To Learners With Special Needs Included After Question

Education Course – SPED/530: Introduction To Learners With Special Needs

Description
The Need for Special Education & Common Characteristics Support Chart
ASSIGNMENT CONTENT

As part of your professional development, your principal has asked you to further develop your knowledge of exceptional learners and their characteristics, as well as how to best support these students in the classroom.?  Refer to the information you gathered in the Collaborative Discussion Activity: Who Are Exceptional Learners???? Complete Parts 1 and 2 below.???

Education Course – SPED/530: Introduction To Learners With Special Needs
Part 1? 

Reflect on the readings and discussions from Week 1.?? Create a 1-page visual or infographic that addresses the following questions:

What is the need for special education?

How are the needs of exceptional learners different from the needs of non-exceptional learners?

How does your school support best practices for students within special education and those struggling students being supported through your referral processes?

How are skills necessary for personal and academic success in school, as well as adulthood, developed?

Part 2 ?

Complete the Common Characteristics and Supports Chart. (1st Attachment)

You will…

Differentiate among types of specific learning disabilities, effective interventions, and strategies supporting student success.

Describe the following aspects of ADHD: prevalence, types, learner characteristics, impact on student learning, and social/emotional development in school and transition to adulthood.

Identify characteristics of behavioral and emotional disorders, and strategies proven effective for strengthening academic and personal skills necessary for individual growth and progress.

Analyze giftedness, twice exceptionality, and the impact of learner characteristics on academic, emotional, and social supports.

Read and use the following articles and links synthesize to base the answers on:

https://www.youtube.com/watch?v=WYVJS5oVae8#action=share

“From Frazzled to Focused: Supporting Students With Executive Function Deficits”

“The Neurobiology of Dyslexia”

“ADHD Remission, Inclusive Special Education, and Socioeconomic Disparities”

“Supporting Students With Emotional or Behavioral Disorders: State of the Field”

“Classroom Management With Exceptional Learners”

“Learners Who Are Exceptional”

A Sample Answer For the Assignment: Education Course – SPED/530: Introduction To Learners With Special Needs
Title: Education Course – SPED/530: Introduction To Learners With Special Needs

SPED/530 v2 Common Characteristics and Supports Chart Instructions Complete the 4 charts below by listing at least 5 common characteristics of learners in the following categories: learners with a learning disability, learners with ADHD (either type), learners with a behavior disorder, and gifted and talented learners. Include academic and/or behavior supports for the specific learner characteristics identified in the first column. Be sure to include characteristics which will impact the student’s academic, social, and emotional development necessary for successful transition to adulthood. Include APA formatted in-text citations and a list of references used to develop the chart. Note: An example has been provided for you below. Learners With a Learning Disability Common Learner Characteristics Example: SLD Reading. Learner reads 3 years below grade level. Academic and/or Behavior Supports for Common Learner Characteristics Example: Software program highlights and reads aloud text on the screen at an individualized rate. Learners With Attention Deficit Hyperactive Disorder Common Learner Characteristics Academic and/or Behavior Supports for Common Learner Characteristics Copyright 2019 by University of Phoenix. All rights reserved. Common Characteristics and Supports Chart SPED/530 v2 Page 2 of 2 Learners With Behavior Disorders Common Learner Characteristics Academic and/or Behavior Supports for Common Learner Characteristics Gifted and Talented Learners Common Learner Characteristics Academic and/or Behavior Supports for Common Learner Characteristics References (Include APA-formatted citations.) Copyright 2019 by University of Phoenix. All rights reserved. TEACHING Exceptional Children, Vol. 51, No. 5, pp. 372­–381. Copyright 2019 The Author(s). DOI: 10.1177/0040059919836990 Executive Function From Frazzled to Focused Supporting Students With Executive Function Deficits Corinne Gist 372 Council for Exceptional Children Ms. Miller is an experienced special education teacher at Huntley Middle School. This year, she has several students on her caseload demonstrating difficulties that she did not notice during her first year of teaching. Students are losing assignments, turning in homework late, missing scheduled practices, and continuing to exhibit ineffective problem-solving strategies, even after receiving feedback. Verbal reminders and loss of points on late assignments have not been effective. Ms. Miller is at a loss for how to help these students. The struggles these students are experiencing are not unique to Ms. Miller’s classroom. Special and general education teachers experience similar challenges on a daily basis. As any teacher will tell you, reminders and lectures to stay focused or to apply oneself are not enough for many children who have deficits in their executive functioning skills. Executive functions are often referred to as the chief operating system of the brain. Currently, there is no one agreed-upon definition for the term executive functions, but it is most often used as an umbrella term for a set of processes or subskills needed for higher-level cognitive functioning (Suchy, 2009). Executive function subskills include task initiation, sustained attention, working memory, and inhibition. These skills are often referred to as selfdiscipline or self-control by the general public. Additionally, executive functions are related to subskills necessary for higher-order thinking skills, such as planning, organizing, goal setting, and problem solving. All of these skills develop most rapidly during the preschool years but continue to develop during adolescence and beyond (Zelazo & Carlson, 2012). Students with diagnoses of autism spectrum disorder (ASD), emotional and behavioral disorders, specific learning disabilities (LD), and attention deficit hyperactivity disorder (ADHD) commonly demonstrate deficits in executive function skills (Cole, Usher, & Cargo, 1993; Martinussen & Tannock, 2006; Mattison & Mayes, 2012). In fact, Barkley (2012), a leading expert on ADHD, states that, at its base, ADHD is an executive functioning disorder. Deficits in executive functions can lead to many difficulties for students with disabilities. Research has shown a strong correlation between deficits in executive functions and deficits in academic performance and socialemotional functioning (e.g., Best, Miller, & Naglieri, 2011; Clark, Prior, & Kinsella, 2002). In addition, results of a longitudinal study reported that a self-control assessment given to children 3 to 11 years old predicted physical health, substance dependence, socioeconomic status, and the likelihood of a criminal conviction by age 32, even after controlling for social class of origin and IQ score (Moffitt et al., 2011). Deficits in self-control were correlated with poorer outcomes later in life. Difficulty with impulsivity, problem solving, and planning also affect an individual’s ability to make and maintain friendships (Diamantopoulou, Rydell, Thorell, & Bohlin, 2007). With executive function skills affecting so student’s individualized education program. Data can be collected in the same manner as data are collected on academic goals. If students are able to plan, organize, stay on task, and problem solve, they may not need additional interventions that would otherwise be required. Ms. Miller attended a teacher preparation program that was known for its strong application of applied behavior analysis and prides herself on her ability to apply behavioral principles in her classroom. She runs a well-structured classroom that includes clear behavioral expectations, classwide and individual reinforcement systems, and individual supports for challenging behaviors. Despite the structure Ms. Miller provides for her students, she is frustrated by her inability to help students with executive function deficits to stay organized, manage their time, and problem solve in their daily lives. For example, one of Ms. Miller’s students, Samantha, has difficulty bringing the correct materials to math Improving executive function skills also increases students’ abilities to perform academic, social, and daily living tasks and decreases off-task and challenging behaviors. many aspects of a student’s life, it is important for teachers to find ways to mediate these deficits in the classroom. With state testing requirements, response to intervention (RTI), and positive behavior interventions and supports (PBIS), teachers have more responsibilities than ever before. Adding one more skill set for teachers to address may seem overwhelming; however, deficits in executive function skills are often related to academic and behavior problems that lead to referrals to the RTI or PBIS team. Improving executive function skills also increases students’ abilities to perform academic, social, and daily living tasks and decreases off-task and challenging behaviors (Best et al., 2011; Clark et al., 2002). Executive function skills can also be addressed on a class. She will often show up to class without her calculator, protractor, or graph paper. Samantha always appears embarrassed and apologizes for forgetting her materials, but her behavior has not changed. Ms. Miller allows Samantha to retrieve her items from her locker, but, in turn, Samantha misses the first 5 minutes of instruction. After speaking with Samantha’s other teachers, Ms. Miller learns that this a common problem for Samantha. She is also forgetting to bring her textbook, homework, and materials to her English, social studies, and physical education (PE) classes. Samantha’s grades are suffering due to her difficulty with staying organized. She is failing PE because she often forgets her gym clothes at home or leaves them in her locker. TEACHING Exceptional Children | May/June 2019 373 Fortunately for Ms. Miller, she already has the tools needed to help Samantha and her other students struggling with similar difficulties. The behavioral principles she uses to prevent and address challenging behavior can also be applied to assist students with executive function deficits. Figure 1. Task analysis for Samantha Task: Samantha will bring her materials to class. 1. Go to locker after each period. 2. Take out checklist of needed materials for your next class (hung on locker door with magnetic clip). 3. Check off each item on checklist as you put them into your book bag. 4. Put checklist back on top shelf of locker and close locker. How Do I Teach Executive Functioning Skills Using Behavioral Principles? From the behavioral perspective, executive function skills involve selecting, monitoring, and revising behavioral strategies. These strategies are then used to develop (and revise) an appropriate plan (Borkowski & Muthukrishna, 1992, as cited in Hayes, Gifford, & Ruckstuhl, 1996). Executive function skills allow students to (a) set goals and engage in behaviors that lead to achieving those goals, (b) engage in behaviors that are consistent with the chosen goals and avoid behaviors that are not, and (c) self-evaluate behavior and change course if the plan is not leading to the desired outcome. All of these behaviors are observable and measurable and can be taught using behavioral strategies. Step 1: Define the Behavior Before beginning the process of teaching new skills, teachers must first determine what it is they want to teach—they must define the target behavior. Defining the target behavior simply means stating what the student should do and describing the behavior in observable and measurable terms. For example, stating that Samantha needs to be more organized is not an observable or measurable statement. What does it mean to be organized? How can her teacher measure it? What is meant by more? Instead of saying, “Be more organized,” Samantha’s teacher could state, “Samantha will bring all her materials to class.” Her teacher can create a list of the materials needed and observe and measure how often Samantha brings those materials to class. 374 Council for Exceptional Children 5. Walk directly to class with bookbag and materials. Step 2: Provide Reinforcement One of the most important steps in teaching a new behavior is providing reinforcement. Reinforcement involves adding or subtracting something from the environment immediately after a behavior that increases future frequency of the behavior under similar circumstances (Cooper, Heron, & Heward, 2007). Therefore, if the reinforcer does not increase the student’s behavior, it is not a reinforcer for that student. It is crucial that reinforcers are individualized for each student—what is reinforcing for one student may not be for another. For example, Amber’s behavior may be reinforced by social praise, whereas Russell’s behavior may be reinforced by extra opportunities to play on the computer. In addition, reinforcers may change over time, especially for younger students and students with short attention spans. It is important to collect data on each student’s behavior and adjust the reinforcers as needed. Ms. Miller and Samantha discuss reinforcer options and decide that Samantha will earn buckeye bucks to spend at the school store. Samantha will have the opportunity to shop at the school store on Fridays. Ms. Miller knows that for some students, it may be best to make the exchange period (when the students can spend their money) indiscriminable. In other words, students do not know which day of the week they will get to visit the school store. This approach is best for students who may engage in the desired behaviors only toward the end of the week or right before they are able to cash in for the terminal reinforcer. Samantha is able to wait until Friday to shop at the store. In addition, her behavior is also reinforced by the positive praise she receives when she earns the buckeye bucks. Step 3: Create a Task Analysis After the target behavior is defined, the teacher can begin teaching the new behavior. The first step is to analyze the behavior by creating a task analysis. A task analysis involves breaking down complex or multistep skills into smaller, easier-to-learn subtasks (Heward, Alber-Morgan, & Konrad, 2017). The number of steps required will be determined by each student’s individual needs and skill set. Task analysis can be used to teach a variety of skills, from cleaning tables (R. Smith, Collins, Schuster, & Kleinert, 1999) to training teachers to teach literature (Browder, Trela, & Jimenez, 2007). For example, Bryan and Gast (2000) taught students with highfunctioning autism on-task and on-schedule behaviors using a task analysis and picture schedule system. Figure 1 provides an example of a task analysis that could be used to teach Samantha to bring her materials to class. This task analysis was designed specifically for Samantha and may need to change if used with another student. For example, a teacher may add additional steps, combine steps, or exclude steps that are not needed. Step 4: Create a Chaining Plan Once the task analysis is complete, chaining can be used to teach the new Figure 2. Forward, backward, and total task chaining set of behaviors. Chaining involves individually teaching each step of the task analysis to create a chain or set of behaviors and has been used to teach functional and academic skills to individuals of all ages (Purrazzella & Mechling, 2013; Rao & Kane, 2009; Test, Spooner, Keul, & Grossi, 1990). Most, if not all, higher-order thinking skills involve multiple steps and, therefore, will probably be taught using a chaining procedure. Chaining can be useful for students who do not know how to complete some steps, miss or skip steps, or complete some steps incorrectly. There are three types of chaining procedures that are commonly used: (a) forward chaining, (b) backward chaining, and (c) total task chaining (Cooper et al., 2007). In forward chaining, the student is required to complete only the first step in the chain before earning a reinforcer (e.g., prize, reward, praise). Once the first step is mastered, the student is required to complete the first and second steps in order to earn the reinforcer. This pattern continues until the student has completed the entire chain. Backward chaining follows a similar process; however, the teacher begins with having the student complete only the last step in the chain in order to earn the reinforcer. Once the student has mastered the last step, he or she is required to complete the last two steps in the chain to earn the reinforcer, and so on. Last, total task chaining involves working on the entire chain from the start—the student receives training on each behavior in the chain during each session. There are a few points for teachers to consider when deciding which chaining method is best for their student (see Slocum & Tiger, 2011, for an experimental comparison of forward and backward chaining). First, if the student can already complete the first couple steps in the chain, the teacher may want to begin with forward chaining. For instance, if a student completes the first few steps of the classroom morning routine (e.g., hang up coat, take lunch out of book bag, hang up book bag) but consistently forgets to take homework out of the book bag and turn it in, the teacher may want to begin with forward chaining. However, if the last step must be completed, for example, in Samantha’s case (she must bring all her materials to class), the teacher may want to use backward chaining (Najdowski, 2017). The student is responsible for independently completing only the last step, and the teacher can prompt or assist the student through the beginning of the chain. Last, total task chaining is best for students who have the skills needed to complete the entire behavior chain but require additional motivation to do so. For example, total task chaining may be used with a high school student who has the ability to fill out a planner every day but needs some extra motivation (or reinforcement) to do so. Total chaining is not the best option for students who are easily frustrated with long tasks (Najdowski, 2017). See Figure 2 for a summary of chaining options. Ms. Miller sits down with her team to create a plan to assist Samantha with bringing her materials to class. The plan includes the use of chaining, prompting, reinforcement, fading prompts, and self-management strategies. The first component involves teaching Samantha the behavior chain described in the task analysis in Figure 1. Ms. Miller’s teaching assistant, Ms. Gebhardt, will walk Samantha through Steps A, B, C, and D. In order to earn the reinforcer, Samantha is responsible only for independently walking to class TEACHING Exceptional Children | May/June 2019 375 Figure 3. Example of prompts that may be used when teaching a new skill Target: Complete morning routine. 1. Hang up backpack. 2. Put lunch in bin. 3. Take out bell work, notebook, and pencil. Prompt Type Definition Examples Verbal Involves spoken or written words for hints, cues, reminders “Sheri, please take out your morning routine checklist. Remember, your first step is to hang up your book bag.” Visual Visual cue or reminder of desired behavior Sheri has a checklist on her desk that contains words and/or pictures that represent each step in the chain. Gestural Pointing or moving eye gaze towards the item The teacher points to the checklist to show Sheri which step is next. Modeling Demonstrating the behavior for the student The teacher hangs up Sheri’s book bag and then has Sheri hang up the book bag herself. Additional Auditory/ Tactile Prompts Devices that can prompt the start of a behavior or shorten/lengthen the duration of a behavior The teacher sets a timer and vibrating device (e.g., MotivAider®) and has Sheri complete all the steps before the timer goes off. with her materials (Step D). After she reaches some set criteria for independently completing Step D (e.g., independently walks to class with materials for 3 consecutive days), she will be required to put her checklist away (Step C) and walk to class with her materials (Step D) to earn the reinforcer. Step 5: Select Prompts Once the task analysis is complete and the chaining procedure has been selected, the teacher must determine what types of prompts the student will need in order to engage in the behavior. Prompting involves providing some type of assistance in order to evoke a target behavior. For instance, if the teacher asks the entire class to line up and one student does not do so, the additional verbal direction or gesture given to that student is a prompt. As with the other steps, the number and types of prompts required will be individualized for each student. Using prompts in the classroom is a successful strategy for assisting students with LD, autism, and other disabilities (Garfinkle, & Schwartz, 2002; Moore, Anderson, Glassenbury, Lang, & Didden, 2013; Rouse, AlberMorgan, Cullen, & Sawyer, 2014). 376 Council for Exceptional Children Figure 3 provides examples of prompts for a target behavior. Ms. Miller has decided that Ms. Gebhardt will use verbal and visual prompts to assist Samantha in learning to bring her materials to class. Ms. Miller and Samantha will create a list of the steps Samantha must follow to assure she brings her materials to class (i.e., task analysis). Additionally, they will create lists of the materials she needs for each class. These lists will be posted in her locker. Last, Ms. Gebhardt will meet Samantha at her locker and provide verbal prompts as she learns each step in the behavioral chain. Ms. Gebhardt’s assistance will be faded as Samantha becomes more independent. Step 6: Create a System for Data Collection In addition to consistently providing reinforcement, data must be collected when teaching a new skill. Collecting and analyzing data is the only way to determine if the student is learning the new skill. Data also help in making decisions regarding when to add or fade prompts, change the teaching method (e.g., forward chaining vs. total task chaining), or begin teaching a new skill. Including the student in the data collection and analysis can add extra motivation for the student. Most students enjoy seeing their progress in graph form. The task analysis created for Samantha will also serve as the data collection form (see Figure 4) Ms. Gebhardt will use to collect data on Samantha’s progress. Ms. Gebhardt will circle the type of prompt needed for each step in the chain. For example, if Samantha forgets to walk to her locker after class and needs a verbal prompt to do so, Ms. Gebhardt will circle the V for verbal prompt. If Samantha requires only a gestural prompt for the next step, Ms. Gebhardt will circle the G. Last, if Samantha is able to complete a step without any prompts, Ms. Gebhardt will circle the I to indicate Samantha completed the step independently. Once Samantha has independently completed the determined step(s) for 3 consecutive days, the next step will be added to the chain. Step 7: Prevent Prompt Dependency (Fading and Self-Management) The ultimate goal of teaching any skill, whether it be academic, social, or related to executive functions, is to Figure 4. Data sheet for Samantha Week of: Step Day: Monday Tuesday Wednesday Thursday Friday Go to locker after class. I G V I G V I G V I G V I G V Take out checklist of materials for your next class. I G V I G V I G V I G V I G V Check off each item on checklist as you put them into your book bag. I G V I G V I G V I G V I G V Hang checklist back on door and close locker. I G V I G V I G V I G V I G V Walk directly to class. I G V I G V I G V I G V I G V I_____ G____ V____ I_____ G____ V____ I_____ G____ V____ I_____ G____ V____ I_____ G____ V____ Total Prompt Key: I: Independent have the student be able to complete the task independently. Many times, the steps are put into place, but teachers forget to slowly fade the prompts and thin the schedule of reinforcement. Fading prompts involves decreasing the number of prompts given for a particular step or set of steps. If prompts are withdrawn too quickly, the student may regress in his or her progress; however, if prompts are not faded at all, the student may become prompt dependent and demonstrate the target behaviors only when prompted. Thinning the reinforcement schedule means increasing the requirements for receiving reinforcement. For example, initially Samantha may earn a buckeye buck for every class period she brings her needed materials. The teacher could thin her reinforcement schedule by requiring her to bring her materials to all of her classes in order to earn the buckeye buck. The decision to fade prompts and thin reinforcement should be made based on the student’s data. As prompts are faded, teachers should work with the student to create a self-management plan. Selfmanagement is defined as “the personal application of behavior change tactics that produces a desired G: Gesture Notes V: Verbal change in behavior” (Cooper et al., 2007, p. 578). Self-management is often used as a blanket term to cover a group of behaviors including self-monitoring (self-recording), self-evaluation, and self-delivered reinforcement (Cooper et al., 2007). Self-management interventions can improve an individual’s awareness of his or her behavior, minimize the need for external supports, and increase maintenance and generalization of behavior change (Cooper et al., 2007). It is important to transfer the responsibility of prompting and reinforcing the behavior to the student, as the student is the only one who is always present when the behavior is exhibited. In addition, learning self-management skills will increase independence and reduce reliance on the teacher. A recent meta-analysis (Lee, Simpson, & Shogren, 2007) found that self-management interventions for individuals with ASD successfully increased appropriate behaviors across several domains (e.g., problem behavior, academic performance, daily living skills). Additional research has found similar results for students with ADHD, LD, and emotional and behavioral difficulties (Alsalamah, 2017; for a review, see Briesch, & Briesch, 2016). For easy-to-use self-management strategies, see Joseph and Konrad (2009). Once Samantha independently completes the entire behavior chain, the verbal prompts from her teacher will be faded. Samantha will keep the list of materials for each class in her locker and independently use them when needed. Additionally, Samantha will need to bring all of her needed materials to class in order to earn her buckeye buck. As Samantha increases her independence, the number of consecutive days she is required to bring her materials in order to earn the buckeye buck will gradually increase. Ms. Miller has helped Samantha and her other students strengthen their executive functioning skills by applying behavioral procedures. She is confident her students have learned the skills needed to successfully transition into high school. Ms. Miller’s students will use their self-management plans to stay organized, set goals, and problem solve for years to come. Putting It All Together The steps for teaching executive function skills are versatile—they can be used to teach of range of skills to a range of students. Here is an example TEACHING Exceptional Children | May/June 2019 377 Figure 5. Checklist for Nathan Directions: Complete the checklist at the end of each school day. Mark yes if the step is complete; mark no if the step is not complete or if Nathan needs prompts to complete the step. Total the yes and no responses at the bottom of the checklist. Task Yes No 1. Each academic subject is listed for today and tomorrow 2. Each subject has an assignment listed and includes the following information a. The name of the assignment b. The due date of the assignment c. The estimated amount of time needed to spend on the assignment each night 3. Completed assignments are crossed off 4. After-school activities are listed and include the following information a. The time of the activity b. The location of the activity c. Supplies and equipment needed Total of how to put all the steps together. This scenario follows Nathan, a student who is struggling with staying organized and managing his time, as he works with his guidance counselor to develop a plan. Nathan is an 11th grader who is involved in many activities at school. He is on the soccer team and hopes to receive a scholarship to play soccer in college. Nathan’s school counselor advised him to become involved in other school activities to increase his chances of receiving a college scholarship. This school year, Nathan has joined the yearbook club, is active in the gaming club, and volunteers at the local food bank. In addition to these activities, he receives academic tutoring three times a week. Over the past semester, Nathan has started missing practices, meetings, and assignments. Nathan and his teachers agree that he needs to create a plan to assist him in managing all of his responsibilities. 1. Define the target behavior. Nathan will complete his planner checklist at the end of each school day. Although Nathan may have more to work on than just writing in his 378 Council for Exceptional Children planner, this skill is currently the top priority. Nathan admits that he cannot remember when his assignments are due, the dates of his club meetings, or what time he has practice. Completing his planner each day will allow him to keep track of all of his responsibilities. Once he has mastered this skill, the team can create a plan to work on related skills. 2. Determine reinforcement plan. Mr. James, Nathan’s guidance counselor, will provide verbal praise when Nathan independently completes steps on his checklist. Additionally, Nathan will receive naturally occurring social reinforcement from his coaches and teachers when he decreases the number of missing assignments and practices. Additional tangible reinforcement (e.g., snacks, school store bucks, gift cards) can be added if needed. 3. Create a task analysis (planner checklist). Nathan and Mr. James create a planner checklist for Nathan to complete each day (see Figure 5). Mr. James knows that if Nathan writes down his meetings, practices, and assignments, he will be more likely to remember them and, in turn, attend and complete them. Nathan is responsible for deciding which details he needs to record for each activity (e.g., time of event, materials needed, length of activity). 4. Decide on a chaining plan. Mr. James determines that total task chaining will be used to assist Nathan with completing this checklist. Nathan has the skills to complete each step but requires additional prompts to write in his planner each day. 5. Select a prompting procedure. When the plan is first implemented, Mr. James will sit with Nathan at the end of each school day to complete his checklist. Mr. James will provide verbal prompts only for the steps that Nathan does not complete on his own. Verbal prompts may include information on the activity (e.g., due date, practice start time) or reminding him where to look for certain information. For example, if Nathan does not have any after-school activities listed, Mr. James may tell Nathan to check his e-mail for his volunteer schedule or to check his Figure 6. Additional resources Topic Reinforcement Selfmanagement Teaching Executive Functions Resource Description Perle, J. G. (2016). Teacher-provided positive attending to improve student behavior. TEACHING Exceptional Children, 48, 250-257. A practitioner paper with practical strategies for implementing positive atten