Adapted Phys Ed exam

are terms adapted and adaptive interchangeable?

NO

• adapted focuses on modifying equipment, rules, instruction or environment to best suit learners needs

• adaptive: aligned with behaviors, could also be described equipment or devices

what type of service is adapted PE

direct service

examples of related services

• occupational therapy

• transportation

• counseling

• speech and language therapy

• nursing

Cases relating to Adapted PE

• brown vs board of education of Topeka

• PARC vs PA

• Mills vs board of education

Brown vs Board of education of Topeka

• 1954

• led to desegregation

Parc vs PA

• 1st right to education case that was tried

• now all individuals have capacity to learn

• prior: if child reached 8 but hadn’t met mental age of 5 was denied access to school

  • incapable of learning

  • unconstitutional

Mills vs Board of Education

• expanding access to those with behavioral, emotional and physical disabilities

• insufficient funds are not an acceptable way to not teach disabled students

IDEA

• Individuals with disabilities education act

• designed to ensure children with disabilities have access to a free, appropriate, public education that emphasizes special education and related services designed to meet your unique needs and prepare them for employment and independent living

• Overarching principles

  • zero reject

  • non-discriminatory evaluation

  • FAPE (free appropriate public education)

FAPE

• Schools must provide special education and related services to meet the needs of each student with a disability. 

• Students with disabilities should be educated with students without disabilities to the maximum extent possible. 

• Schools must provide a range of alternative placements for students who can't receive an appropriate education in the general education classroom. 

Least Restrictive Environment

• to maximum extent appropriate individuals with disabilities are educated with individuals who are not disabled, and special classes, separate schooling or removal of kids with disabilities from regular phys ed environment occurs only when the nature of the child’s disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

IDEA qualifying

• evalution results must show educational impact of individuals disability creates a need for services

• developmental

• ensures access to FAPE

• emphasized special education and related services

• requires education occur in least restrictive environment

Section 504 qualifications

• no otherwise qualified person with a disability, solely by reason of that disability, be excluded from partipation in, be denied the benefits of, or be subject to discrimination under any program or activity receiving federal financial assistance

• people who have a history of, or who are regarded as having a physical or mental impairment that substantially limits one or more major life activities are also covered

How does section 504 define person with disability

• people with a physical or mental impairment which substantially limits one or more major life activities

• people who have a history of, or who are regarded as having a physical or mental impairment that substantially limits one or more major life activities are covered

differences between IDEA and section 504

• Idea

  • instruction and services outside classroom

  • goals + monitoring progress

  • designed to meet unique needs of each student

  • special education governed by special ed law

• 504

  • provide accommodation

  • no discrimination

  • more time on tests

  • more geared towards access

  • more broad

FERPA

• family educational rights and privacy act

• protects the privacy of student education records

• transfer of rights to student at the age of 18 or if the student attends a school beyond the high school level

• parents can inspect and review records maintained by the school

Accomodations

instructional strategies and/or learning environments that are adapted (adjusted) to a student

modifications

do fundamentally alter or lower expectations or standards in instructional level, content, or performance criteria

The IEP team (who is included)

• students parents

• general education teacher

• special ed teacher

• representative of school district

• interpreter of evaluation results

what is the purpose of conducting assessments

getting a baseline for a childs skills so you know how and what to work on

assessment tips

• know assessments

• determining handedness

• what to say/how to say

• where to stand → poly spots

• use comments

• utilize demos

assessment terms

formal assessment

informal assessment

authentic assessment

formative assessment

summative assessment

formal assessment

informal assessment

authentic assessment

• involves application of knowledge and skills in real-world situations, scenarios and problems

• in norm-referenced assessments comparisons are made with others from a specifically defined group

• allows comparison of one teams performance against the performance of others from a specifically defined group

• in criterion referenced assessments, comparisons are made between a learners knowledge or skills using a predetermined, standard, goal, performance level or other criterion

formative assessment

• occurs during instruction

• helps practictioners determine when and how to adjust in order to achieve learning goals

summative assessment

• occurs at end of instruction

• measures achievement

• the APE evaluation process requires both formal and informal assessments

• comprehensive score is 1.5 standard deviations below the mean

• individual is at least 2 years below grade level in performance

• below the 15th percentile on a norm-referenced assessment

is there a federal qualification standard

NO

• have recommendations that have guidelines

instructional strategies

• constraints

• ecological task analysis

• UDL and examples

• types of prompts (explain and provide examples)

• activity modification categories (ERIE)

constraints

• individual constraints

  • structural and functional

• task constraints

  • speed, equipment, incline

• Environmental constraints

  • weather, surfaces, stimulus in environment

ecological task analysis

1. indentification

2. choice

3. manipulation

4. instruction

UDL (Universal Design For Learning)

• curricular materials and learning technologies that are designed from the beginning to be flexible enough to accomodate the learning needs to a wide range of individuals

• a framework to remove barriers to learning

components of UDL

• engagement: are we providing choices with how client is engaged

• representation: visuals

• action and expression: physical representation, doing task- understanding what I have taught

prompts for instructional strategies

• additional information provided to the learner that helps facilitate a proper (correct) response

  • gestural

    • visual

    • verbal

    • model

    • physical

activity modification categories (ERIE)

• equipment

• rules

• enviroment

• instruction

why is behavior management important?

• controls behavior

• promote skill requistion

• teach prosocial behaviors

Reinforcement

• a stimulus event that increases or maintains the frequency of a response

• two types: positive and negative

positive enforcement

• presentation of a positive stimulus following a particular response with the goal of maintaining or increasing that response

negative reinforcement

• the behavior is followed by the removal or termination of an undesirable stimulus

• strengthens a behavior that avoids or removes a negative outcome

types of reinforcers

• social (high fives or nice job)

• tangible (rings or awards)

• physical (reward that’s active ex. golf)

• sensory (bubbles)

• privileges (line leader)

schedules of reinforcement

1. continuous reinforcement

   • every single time they do behavior, get reinforced

2. ratio schedules

   • only reinforce every 3rd time

3. interval

   • solely based on time

strategies to increase desired behaviors

• fading

• shaping

• chaining

• modeling

• prompts

• token economy

• contingency contracting

• contingency maps

• positive pinpointing

• public posting

• antiseptic bouncing

• awareness talk

• premack

fading

• stretches the schedule of reinforcement so that the learner must perform more trials (or better quality of trial) to receive reinforcement

• decrease level of assistance needed to complete task or activity

shaping

• learning and performance of sequential steps of the terminal behavior or skill

• steps are succesive approximations of terminal behavior/skill

• once behavor is learned, the steps in the progression are no longer necessary

chaining

• teaching a series of discrete portions of a skill that when brought together lead to enhanced performance

• two types: forward chaining (start by teaching first action ex. hang clean) backward chaining (start by doing last step working way back ex. layup)

modeling

• visual demonstration of a behavior that a learner is expected to perform

prompts

• additional information provided to the learner that helps facilitate a proper response

• can be gestural, visual, verbal, model, physical

redirection

• works by directing the learners attention away from the challenging behavior and guiding them to engage in alternative and more functional behaviors

token economy

• tokens are earned → redeemed for backup enforcer

• backup reinforcement can be privilege or activities

contingency contracting

• involves the distribution of rewards, penalties, and punishments via a written contract constructed between two or more parties

• ex. behavior contract

Contingency maps

• a visual representation of engaging in appropriate and inappropiate behaviors and consequences the behaviors result in

positive pinpointing

• identifying participants who are demonstrating the skill correctly or the behavior appropriately

public posting

• public display of a learners name or performance results → a way to recognize accomplishments

antiseptic bouncing

• temporary removal of a learner from the scene of a conflict in hopes that the conflict/situation will de-escalate

awareness talk

• teacher/instructor reminds the learner of the importance of making good decisions for themselves and the people around them

Premack

• an individual can earn more preferred, hihgly reinforcing or valued activities contingent upon completing less preferred or desired behaviors

punishment definition

• when the consequence of a behavior decreases the frequency of the behavior

type 1 punishment

• presentation of an aversive stimulus

  • detention or ticket

type 2

• removal of a positive stimulus

• ex. banned from free time of the end of class

signal interference

• nonverbal techniques include a gesture, shaking of the head and other means of communicating disapproval

reprimand

• telling the learner that the behavior exhibited is unacceptable and why it is so

• tell or ask the learner what he/she should do instead

overcorrection

• the individual is required to perform an action that teaches a lesson associated with the inappropriate behavior

• two types: restitutional and positive practice

extinction

• no consequence follows the response, a stimulus is neither presented or taken away

the response cost

• the procedure refers to the removal of a valued item or privilege following the occurrence of an undesired behavior

time-out

• often involves the removal of a positive event

• three main types: observational, exclusion, seclusion

observational

• removed but can see whats going on

exclusion

• individual removed: can’t really see whats going on

seclusion

• completely removed from environment

words of caution of punishments

• should only be used when positive techniques have been ineffective

• it can lead to feelings of frustration, anger, withdrawal