SPED Exam 3

what are the characteristics of students who are gifted/talented?

• The ability to rapidly acquire, retain, and use large amounts of information

• The ability to relate one idea to another

• The ability to make sound judgements 

• Appreciate multiple and opposing points of view

• The ability to perceive the operation of larger systems of knowledge that may be recognized by the typical person

• The ability to acquire and manipulate abstract symbol systems

• The ability to solve problems by reframing the question and creating novel solutions 

• Intense intellectual curiosity 

• Fascination with words and ideas

• Perfectionism

• Need for precision

• Learning in great intuitive leaps

• Intense need for mental stimulation

• Difficulty conforming to the thinking of others

• Early moral existential concern

• Tendency toward introversion

What strategies can be used when working with students who are gifted/talented?

• Goal of educational programs:

  • The fullest possible development of every child’s actual and potential abilities

  • Based on learning characteristics of academically talented students in their area of strengths

  • Possessing academic rigor

  • Thematic and interdisciplinary 

• Acceleration vs. enrichment

  • Acceleration - grade skipping, accelerate in one certain class

  • Enrichment - going into depth 

• Differentiation

• Curriculum compacting - reviewing a concept very quickly and start applying it 

• Tiered lessons

• Using bloom’s taxonomy and gardner’s multiple intelligences

• Inquiry-based, problem based, project based learning

• Teaching leadership skills

• Opportunities outside the classroom

What is the purpose & IDEA legislation regarding Early Intervention for Infants and Toddlers and Special Education for Preschoolers?

• Early intervention refers to services provided to infants and toddlers from birth to 3 years of age

• Early childhood special education refers to special education and related services provided to preschoolers age 3-5 years

• Early intervention consists of a comprehensive system of:

  • Therapies

  • Educational

  • Nutritional

  • Child care

  • Family supports

• Purpose: reduce the effects of disabilities or prevent the occurrence of learning and developmental problems later in life for children presumed to be at risk for such problems

What are Individualized Family Service Plans (IFSPs)?

addresses the needs of the child and family and developed by a multidisciplinary

birth - 3

What is the purpose & IDEA legislation pertaining to Transition Planning?

• A coordinated set of activities for a child with a disability, designed within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post school activities, including post secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation

• Beginning when the student reaches the age of 16 (MD age 14), the IEP must include info on the child’s transition from school to adulthood:

  • Appropriate measurable postsecondary goals in the areas of: employment, postsecondary education/training, residential, and recreation/leisure

  • Transition services needed to assist the child in reaching those goals

• The student’s IEP/ITP team designs the transition plans. The team that creates the transition plan can involve collaboration with schools, agencies, and other professionals depending on the student’s post-school

• It is important to involve the student and focus on teaching the student skills related to self-advocacy and self-determination 

6 principles of IDEA

• zero reject

• nondiscrimatory evaluation

• free and appropriate public education

• least restrictive environment

• procedural safeguards

• parent participation and shared decision making

zero reject

Schools must educate all children with disabilities; no exclusion

nondiscriminatory evaluation

• The test must be in the child’s native language

• They need to be multifactored 

• More than 1 assessment must be given 

• Schools must use non-biased tests (culture, language, etc.)

free appropriate public education

• Students can get a free education 

• An individualized education program (IEP) must be developed and implemented to meet the child’s unique needs

least restrictive environment

• Educate students with disabilities together students without disabilities; maximum extent appropriate 

• Only be removed when their needs cannot be met in that setting

procedural safeguards

• Safeguards to protect the rights of the student and their parents

• Parents can disagree with the decision on the child, the child's files are confidential, etc.

parent participation and shared decision making

• Parents are a vital part of the team; different perspective

• Schools must collaborate with the parents

• Parents’ input and wishes must be considered in determining IEP goals, related-serviced needs, and placement decisions 

members of the IEP team

• at least 1 general education teacher

• at least 1 special education teacher

• a representative of local education agency

• an individual who can interpret the instructional implications of evaluation results

• other individuals who have knowledge or special expertise regarding the child

• parents

• sometimes the child

Special education process

1. Prereferral invention

2. Multifactored evaluation (MFE)

3. Eligibility determination

4. Program planning (IEP), placement

5. Progress monitoring, annual review, and reevaluation

prereferral invention

• Happens in the general education classroom

• Teachers notice something might be wrong overtime 

• Takes it to a team, and see what needs they have and see what they can do in the general education classroom

• Uses different processes; interventions

• Limit the students that don’t need to go through special education

• Catches it early

• documentation 

• MTSS: a proactive, data-driven framework the organizes evidence-based interventions across academic, behavioral, and social emotional domains to meet the diverse needs of all students 

  • Response to intervention (RTI) - more academic

  • Positive behavioral interventions and supports  (PBIS) - more behavior 

multifactored evaluation

• Need multiple tests and can’t discriminate on culture or language

• Give an achievement test, behavior test, speech test, sensory or motion test, etc. 

• “Based on this child, this is what they need” 

• Parents must consent for each and every test

• Need to give test within 60 days since parents’ consent

eligibility determination

• Starts with testing, looking at the results 

• See how the results and see what categories do they see what child they fall under

• Each category has specific requirements that need to be met to be placed under that category 

• Could be more than 1 category 

• See their writing, reading, math scores to see if there is a lack

• See if they can speak english proficient 

• Parents need to agree with what the tests’ result 

program planning (IEP), placement

• Create IEP for children ages 3-21 years old

• Current process; strengths and needs in the present

• Goals to reach 

• What services/supports they need

• Where, when, how often they will receive their services

• How their progress will be measured 

• Members: parents, at least 1 general education teacher, at least 1 special education teacher, a representative of local education agency (the school can provide the services), an individual who can interpret the instructional implications of evaluation results (talk about the assessments), sometimes other individuals who have knowledge or special expertise regarding the child, and sometimes the child

• The team need to consider the child’s strength and where they can be successful, the guardians give their opinions on the placement of child, most recent results, what are the needs, will the peers in the classroom still get their needs met

• Parents role is to give consent, be apart of the conversation 

• General education classroom [with consultation or co-teaching → resource room [part time placement in special education] → separate classroom [full time placement in special education] → special school → residential school, treatment center, homebound instruction

  • Least restrictive to most restrictive

  • Can go back and forth

progress monitoring, annual review, and reevaluation

• progress monitoring - what goals they met, what goals they need to meet, and how the student is making progress to their goals

• Annual review is once a year - are the goals appropriate, etc. 

• Reevaluation occurs once every 3 years - whole process again starting at multifactored evaluation 

• Parents can revoke consent, keep in loop, consent, updated on child’s process

general educator in the implementation of the IEP

• Know which students have an IEP

  • Know annual goals and short-term objectives

  • Evaluating the annual goals and short-term objectives

  • Provide accommodations as specified on IEP

• Participate and provide input at IEP meetings

• IEP is inappropriate bring it to the attention of special education teacher

collaboration and teaming

• It is important to keep in mind that collaboration/teaming includes shared accountability for outcomes - all have contributed to planning and implementing and accept outcomes

• Requires sharing resources

• Involves developing trust, respect, sense of community

• Co-teaching, occurs when:

  • General and special education teachers work cooperatively together to coordinate curriculum and instruction

  • To teach heterogeneous groups of students in the general education classroom 

Team teaching - shared responsibility

Brown vs. Board of education, 1954

before - kids with disabilities were put into facilities with no education and no enrichment

after - “separated is not equal”

Individuals with Disability Education Act (IDEA)

Ensure children with disabilities receive an appropriate education through special education, related services as well as supplementary aids and services

lead and support

1 lead and 1 assistant

station teaching

both teachers present different content at the same time to a group of students then switch groups and repeat the lesson; each member controls 1 learning station

parallel teaching

both teachers teach the same material/content to groups of students

alternative teaching

1 works with a larger group and 1 with a smaller group

team teaching

shared responsibilities for planning and instruction

what are some things that should be taken into consideration when working with families of students with disabilities?

• use person first language

• explaining everything thoroughly

• needs are considered

• parents are apart of the decisions making

• family’s response to diagnose of disability

• collaborations are welcomed

• parents take on multiple roles

• parents need to give consent for testing and implantation of IEP

How are IDEA, Section 504, and Americans with Disabilities Act (ADA) alike and different?

• IDEA

  • focuses more on education settings

  • ages 3-21

  • federal law

  • 13 categories for disabilities 

• 504 

  • civil law

  • supports students even if they do not qualify under IDEA

  • provides reasonable accommodations

• ADA

  • civil law

  • people with disabilities have access to the same thing outside of education (transportation, access to buildings, jobs, etc.)

What are the characteristics of students with Learning Disabilities?
Note: You should also consider the federal definition

• a disorder in the basic psychological processes involved in understanding or using language (spoken or written) that manifest in listening, thinking, speaking, reading, writing, spell, or do mathematical calculations

• it does not include hearing and seeing disabilities, motor disabilities, environmental, cultural, economic disadvantages

• dyslexia - reading disability, trouble reading 

• dyscalculia - math disability, where it is hard to solve math problems

• dysgraphia - written disability, difficulty writing and putting thoughts on paper 

• 3 criteria 

  • a severe discrepancy between the student’s intellectual ability and academic achievement

  • an exclusi9n criterion - student’s difficulties are not the result of another known condition that can cause learning problems

  • a need for special education services

What are the major components of the IEP as specified by IDEA?

• statement of present levels

• measurable

• challenging goals

• statement of supplementary se4rvices

• expiation service

• method for progress monitoring

What are some things that should be taken into consideration with regards to assessment and evaluation procedures for students from culturally diverse backgrounds?

• native language

• non-biased for culture

• inappropriate referral

What is the process of developing the IEP and what are some considerations for
implementing the IEP?

• least restrictive environment

• progress monitoring

• implement the IEP

• accommodations

• annual review

What is the continuum of services or continuum of alternative placement?

are a range of placement options to have students needs met

• General education classroom [with consultation or co-teaching → resource room [part time placement in special education] → separate classroom [full time placement in special education] → special school → residential school, treatment center, homebound instruction

The reauthorization of IDEA in 2004 recognized the problems of the discrepancy approach to identification of learning disabilities. Based on the reauthorization of IDEA in 2024, in what ways can a local educational agency determine a child’s eligibility for special education under the specific learning disability category?

• RTI

• they allow severe discrepancy approach to be used, but not required

• respond to interventions

What strategies can be used when working with students who have Learning Disabilities?

• direct instruction 

• graphic organizers/ guided notes

• note taking strategies

Emotional Disturbance Behavior def.

• One of more of the following over a long period of time and a marked degree that adversely affects educational performance:

  • Inability to learn not related to other factors (intellectual, sensory, and health)

  • Inability to build or maintain satisfactory peers or teacher relationships

  • Inappropriate feelings or behavior under normal conditions

  • A general pervasive mood of unhappiness or depression

  • A tendency to develop physical symptoms or fears associated with personal or school problems

Characteristics of EBD

• Externalizing behaviors

  • General behaviors 

    • Shoving, walking, spinning on stool, etc. 

  • Can see

• Internalizing behaviors

  • Criticizing yourself

    • Depression, anxiety, etc.

  • Can’t see

• Child who is more withdrawn has a more severe disability that a child who is acting out 

• How do you distinguish disordered behavior from “normal” childhood roughhousing, pranks, tantrums, and/or moodiness?

  • Intensity, frequency, duration 

• Academic achievement (which comes first, academic concerns or behavioral concerns?)

• Social skills (interpersonal relationships)- poor quality relationships with both peers and adults

• Juvenile delinquency

strategies for EBD

• Academic skills

  • Direct, explicit instruction

  • High rates of teacher praise

  • Provide choices

  • High rates of active student response

• Social skills

  • Cooperation skills

  • Appropriate ways to express feelings

  • Responding to failure

• Classroom environment

  • Structured schedule and routines

  • Timer

• Foster strong teacher student relationships 

• Behavior management

  • Positive behavior support (school wide positive behavior support - SWPbIS)

  • Positive proactive classroom management strategies

  • Avoid power struggles

  • Consistency 

  • Carefully choose positive and negative consequences

• Self management

  • Self monitoring

  • Self evaluation

• Peer mediation and support

  • Peer tutoring

  • Positive peer reporting 

Attention Deficit Disorder (ADD)

• other health impairment

• Consistent inattention, failing to:

  • Pay attention to details and make careless mistakes

  • Sustain attention to tasks

  • Listen

  • Complete tasks

  • Demonstrate organization

  • Complete tasks require sustained attention

  • Keep up with materials

  • Stay focused

  • Being forgetful

• For a minimum of 6 months

• Must have at least 6 characteristics

Attention Deficit Hyperactivity Disorder (ADHD)

• other health impairments

• Hyperactivity impulsivity

  • fidget/squirm

  • Remaining seated

  • Running or climbing excessively

  • Difficulty playing quietly

  • Acting as if “driven by a motor”

  • Talking too much

  • Blurting out

  • Difficulty waiting turn

  • Interrupting others 

• For a minimum of 6 months

• Must have at least 6 characteristics

strategies fir ADD or ADHD

• Restructuring the environment (ex. Seating the child close to the teacher)

• Use novelty in instruction and directions

• Structured schedule (advanced organizers) - minimize frequent changes to schedule

• Transition routines (3 minute warning, visual timers, songs, beat the clock)

• Set time limits

• Organizational strategies (daily assignments, planners, task analyze)

• Provide positive reinforcement frequently 

• Promote self-regulation 

• Post clear classroom rules and routines - be consistent

• Be brief, clear, and concise

• Ask students to repeat directions

• Break assignments into small, manageable chunks

• Provide frequent opportunities to actively respond during instruction

• Allow for movement (kinesthetic activities, centers, projects)

• Effective questioning (vary questions. Include high order questions - blooms taxonomy)

who diagnoses ADD or ADHD

doctors, not teachers

autism

• A developmental disability affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child’s educational performance 

• Diagnosed outside of school system; over time

• Category under IDEA

characteristics of autism

• Impaired social interactions

• Communication and language deficits

• Repetitive, ritualistic, and unusual behavior patterns

• Insistence on sameness

• Unusual responsiveness to sensory stimuli

characteristics of Asperger syndrome

• Difficulty interacting with others (inability to understand how to interact socially)

• Do not have deficits in language/significant clinical delay in language

• Most have average or above average intelligence

• Other characteristics:

  • Repetitive and stereotyped behaviors, preservation

  • Intense interest in a particular subject

  • Preoccupation with one’s own interests

  • Inflexible adherence to routines

educational approaches for autism

• Classroom routine

  • Organize classroom routines

  • Structured schedule

  • Be mindful of transitions (provide cues and warnings)

• Visual supports 

  • Picture activity schedules

    • “If-then” and “firth-then” cards

    • “Things to do” - “things completed”

    • Visual schedule

    • Individual schedule

• Social skills

  • Social stories

  • Role plays

  • Peer buddies

• Technology

accommodations

• What additional supports does the student need to be successful?

• Does not change the grade level instructional content nor the achievement expectations

• Types of accommodations - presentation, response, timing, and scheduling, and setting

  • Presentation: another way to present the material 

  • Response: another way for the student to demonstrate their knowledge

  • Timing: the amount of time a student will need on an assignment (extra time) and short breaks

  • Scheduling: the scheduling of the extra time for assignments 

  • Setting: giving them a space or other equipment to help them do what they need to do

• The majority is what they are accessing in the general education curriculum

modifications

• Alter or modify the level of content difficulty

• Specific subject matter is altered, or the performance level expected of students is changed

• Examples:

  • Requiring a student to learn less material (fewer objectives, fewer pages or problems)

  • Revising assignments or assessments to make them easier (crossing out half of the response choices on a multiple choice test so that a student only has to pick from two options instead of four)

• The majority is what they are accessing is special education and related services curriculum

assistive technology

• Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability 

• Not a distraction or a hindrance 

• Parents need to be trained

high tech

anything you plug in, expensive, more training, electronics, district provides, more collaborations 

low tech

• anything that does not have batteries or doesn’t need to be plugged in

  • May be listed as an accommodation

  • Can be used to benefit any student

intellectual disability

• Significantly sub-average intellectual functioning

• Deficits in adaptive behavior

• Manifested during the developmental period

• Adversely affects a child’s educational performance 

• Significant limitations in both intellectual functioning and adaptive functioning 

• This disability originates before age 18

• Intellectual functioning: IQ is 70-75 or less (significantly subaverage

• Adaptive behavior: significant difficulty with tasks or everyday living

characteristics of intellectual disability

• Cognitive functioning:

  • Learning rate - takes a lot trials/ repetition for them to remember (20-30 tries)

  • Memory - working memory

  • Attention

  • Generalization and maintenance of learned skills - real world application; be able to show generalization  

  • Motivation

• Adaptive behavior (life skills) 

  • Self-care and daily living skills

  • Social relationships

  • Behavioral excesses and challenging behavior

• Positive attributes

• Individual personalities

• Display tenacity and curiosity in learning

• Get along well with others

• Positive influences on those around them

what can I do for ID

• Academic curriculum

  • Basic skills of reading, math, writing

• Functional curriculum

  • Skills that will help the student transition into adult life in the community

• Self-determination

  • Self-determined learners set goals, plan and implement a course of action, evaluate their performance, and make adjustments in what they are doing to reach their goals

• Explicit and systematic instruction (direct instruction)

  • Role play and practice social skills

  • Concrete examples, manipulative, visuals

  • Direct instruction

  • Limit number of new concepts being introduced in a small time period

• Design instructional materials and activities that provide frequent opportunities to respond - Active Student Response

• Task analysis - break activities down into smaller steps

• Systematic feedback - praise and error correction 

• Transfer of stimulus control - provide a prompt that makes a correct response very probable, reinforce the correct response, repeat the prompt, and reinforce another correct response. Gradually and systematically withdraw response prompts so the student’s responding comes under the stimulus control of natural cures that occur in the learner’s everyday environment

• Focus on generalization and maintenance

  • Teach skill in all settings you want students to use the skill

  • Programming common stimuli

• Direct and frequent measurement of student performance

• Peer support/tutoring 

• Environmental accommodations

speech or language impairment

IDEA - a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance

communication disorders

• Speech impairments

  • Articulation disorders - not able to produce a sound, trouble announcing sound 

  • Fluency disorders - difficulty in the flow and the rhythm of speech, cluttering 

  • Voice disorders - how the sounds are produced in the their throat/vocal chords

• Language disorders

  • Expressive language disorder - have a difficult time to process their thinking and expressing it

  • Receptive language disorder - have trouble taking information in and processing it

deafness

hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, and that adversely affects a child’s educational performance

hearing loss

an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness in this section

characteristics for deafness or hearing loss

• English literacy

  • Smaller vocabulary

  • Learn concrete words (tree, run, book) more easily than abstract words (before, after, jealous)

  • Omit ending words

  • Differentiating questions from statements

• Speaking

  • May speak too loudly or not loudly enough

  • Abnormal high pitch or sound

  • Omit speech sounds which they cannot hear

• Academic achievement

  • All areas, especially reading and math

  • Difficulties attributed to inadequate development of a first language as well as the mismatch between the demands of spoken and written language and the students’ ability to understand and communicate in English

  • Note: academic performance must be equated with intelligence. Deafness imposes no limitations on the cognitive capabilities of individuals

• Social functioning 

  • Can experience feelings of isolation from peers

  • Can exhibit disruptive behavior and be inattentive or distractible in the classroom

what can I do for deafness or hearing loss

• Technologies that amplify or provide sound

  • Hearing aids

  • Group assistive listening devices

  • Cochlear implants

• Supports and technologies that supplement of replace sound

  • Sign language interpreters (signing the speech of a teacher)

  • Speech-to-text translation

  • Television, video, and movie captioning

  • Text telephones

  • Computer technology

  • Alerting devices

• Preferential seating 

  • Avoid sitting near areas with a lot of noise

  • In front of room where can always directly see you

• Minimize noise that will be distracting 

• Visual cues and demonstrations

  • Directly face the student

  • Demonstrations, pictures, diagrams

  • Computers

  • Close-captioning television 

• Monitor the student’s understanding

  • Repeat or rephase, reword

  • Provide written instruction and summaries

• Collaboration

  • Interpreters

  • Peer cooperation

• Note takers

visual impairment including blindness

• IDEA: visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness

• Educators classify students with visual impairments based on the extent to which they use vision and tactile and auditory senses for learning

• Functional vision - amount of vision a person has and how they use it. This is important to know in meeting a student’s academic needs 

characteristics of visual impairment

• Cognition and language

  • Impaired or absent vision makes it difficult to see the connections between experiences

  • Abstract concepts, analogies, and idiomatic expressions can be difficult

• Motor development and mobility

  • Visual impairments often leads to delays or deficits in motor development

• Social and adjustment and interaction

  • Play and interact less

  • Inability to see and respond to the social signals of others reduces opportunities for reciprocal interactions

special adaptions for visual impairment

• For students who are blind:

  • Braille

  • Tactile aids and manipulatives

  • Technological aids for reading print-converts to text to speech

  • Access to computers and mobile devices

• For students with low vision:

  • Functional vision and visual efficiency

  • Optical devices - glasses, contacts, magnifiers, closed-circuit television systems

  • Reading print -approach magnification, lenses, large print

  • Classroom adaptations - adjustable lamps, desks with adjustable or tilting tops, off-white paper, chairs with wheels

orthopedic impairment

IDEA - severe orthopedic impairment adversely affects a child’s educational performance. This term includes impairments caused by a congenital anomaly (club foot, absence of some member, etc.), impairments caused by disease (bone tuberculosis), and impairments from other causes (cerebral palsy, amputations, fractures)

other health impairment

• IDEA - having limited strength, vitality, or alertness (asthma, ADHD, diabetes, epilepsy, heart condition. Hemophilia, lead poisoning, leukemia, sickle cell anemia, and tourette syndrome)

• Adversely affects academic performance

educational approaches for other health impairments/ orthopedic impairment

• Assistive technology

• Teaming and related services - physical therapy, occupational therapy, and other specialists

• Environmental modifications - ensure accessibility to classrooms, materials, etc. 

• Animal assistance

• Special health care routines

  • Positioning, seating, movement

  • Lifting and transferring students

• Independence and self-esteem

low incidence disabilities

Multiple Disabilities, Deaf-Blindness, and Traumatic Brain Injury

multiple disabilities

• concomitant impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment) that causes such severe educational needs that cannot be accommodated in special education programs solely for one of the impairments

  • Does not include deaf-blindness

deaf-blindnes

• concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness

• Severe Disabilities - significant impairments in intellectual, motor and/or social functioning

  • Ex. severe intellectual disabilities (IQ scores of 40-55)

• Profound Disabilities - profound development disabilities in all 5 of the following areas: cognition, communication, social skills, motor-mobility, and activities of daily living

  • Ex. profound intellectual disabilities (IQ scores of 20-25 and below)

traumatic brain injury

an acquired injury to the brain caused by an external force, resulting in total or partial functional disability or psychosocial impairment, or both that adversely affects a child’s educational performance

• Results in impairments in one or more areas: cognition, language, memory, attention, reasoning, abstract thinking, judgement, problem-solving, sensory, perceptual, and motor abilities, psychosocial behavior, physical functions, info processing, speech

characteristics of low incidence disabilities

• Slow acquisition rates for learning new skills

• Poor generalization and maintenance of newly learned skills

• Limited communication skills

• Impaired physical and motor development

• Deficits in self help skills

• Infrequent constructive behavior and interaction

• Stereotypic and challenging behavior

educational approaches of low incidence disabilities

• What should be taught?

  • Functional skills

  • Age appropriate skills

  • Self care skills

  • Making chives

  • Communication skills

  • Literacy 

  • Recreation and leisure skills 

  • Prioritizing and selecting instructional targets

• Severe and multiple disabilities

  • Assess the student’s current level of performance

  • Clearly define the skill to be taught

  • Break the skill down into small component steps

  • Provide a clear promise or cues to the child

  • Give the students feedback and reinforcement 

  • Use strategies that promote maintenance and generalization 

  • Directly and frequently assess the student’s performance