Intervention For Education Markis Edwards January 29, 2018 A

Intervention Foreducationmarkis Edwardsjanuary 29 20181area Of Focu

Intervention for Education Markis’ Edwards January 29, Area of Focus Enforcing IEPs children with Autism Learning and behavioral difficulties In reinforcing learners in Individualized Educational Programs(IEPs), educators will assist in shaping the behaviors of the students, as well as, becoming more self-sufficient (Bambara, Koger, & Bartholomew, 2011). The students’ educational needs are met in areas, such as reading, writing, math, adaptive living, and science. The objective is to meet the learners' needs via creating a plan that will effectively ensure the students’ educational and behavioral level are met or exceeded (Tyner, 2014).

The core issue addressed in this intervention is the lack of reinforcement by teachers, the limited use of varied learning techniques, and the minimal integration of technology in the learning process for children with Autism and behavioral challenges. These deficits hinder students’ progress and reduce their engagement and self-sufficiency, underscoring the necessity for targeted strategies such as technology-assisted reinforcement.

Various variables influence the intervention’s success, including the diversity of student groups—ranging from verbally proficient children with behavioral difficulties to non-speaking children with severe behavioral issues and learners with basic speaking skills and minimal behavioral problems. Understanding these differences is critical to tailor effective interventions.

The research questions guiding this intervention explore both qualitative and quantitative aspects. Qualitatively, inquiries focus on the benefits of eLearning-based training, the potential for course customization, and the impact of daily awareness of IEP goals on educational outcomes. Quantitatively, questions assess hardware and software requirements necessary for online training and compare researcher expectations of student performance when applying IEP goals daily versus over extended periods.

Participation in this intervention emphasizes confidentiality and personal involvement, with the primary objective being to ensure children receive equitable education regardless of limitations (Wehmeyer, 2005). The intervention’s innovative component involves the utilization of iPads equipped with designated applications, particularly “Proloquo,” designed to enhance communication and learning for students with disabilities (Brown, Dehoney, & Millichap, 2015).

Negotiations for the intervention include close observation of children within their learning environments and adherence to terms established by the Department of Human Resources (DHR). These terms guide the implementation to ensure compliance and appropriateness.

Ethical considerations are paramount, especially regarding students’ rights. Training students on device usage, restricting access to specific sites, and maintaining the confidentiality and dignity of participants are critical ethical aspects addressed throughout the intervention. Respecting students’ rights and ensuring their safety and comfort are fundamental to the program’s success (Bambara, Koger, & Bartholomew, 2011).

The intervention’s timeline involves scheduled phases, with potential extensions of training periods to accommodate individual learning paces. Resources required include access to iPads for each student and supplementary materials such as art supplies, flashcards, markers, and dry erase boards, facilitating a multisensory learning environment (Kiger & Herro, 2015).

Data collection methods encompass observation, questionnaires, and the use of Time-Based Objective (TBO) data sheets to track learning objectives and behavioral patterns. Continued data collection will utilize incident reports to detail behavioral episodes, including contextual information about location, timing, and personnel involved. Additionally, probing through questionnaires will assess perceptions of teaching effectiveness and behavioral responses, providing comprehensive data on the intervention’s impact.

In conclusion, this intervention aims to enhance educational and behavioral outcomes for children with Autism by integrating technology, emphasizing ethical practices, and systematically collecting data to inform ongoing improvements. Evidence from various studies supports the potential of targeted technological interventions, such as iPads with specialized applications, to foster independence, communication skills, and academic achievement in students with disabilities.

Paper For Above instruction

The integration of technology into special education, particularly for children with Autism Spectrum Disorder (ASD), has gained significant attention in recent years. The intervention outlined involves utilizing iPads equipped with tailored applications like “Proloquo” to reinforce educational goals outlined in Individualized Education Programs (IEPs). This approach aims to address persistent challenges such as inconsistent reinforcement by teachers, limited use of diverse learning techniques, and minimal technological integration—all of which hinder optimal educational outcomes for neurodiverse students.

The motivation for this intervention stems from the need to adapt educational strategies to meet the complex needs of children with ASD, many of whom exhibit behavioral difficulties and unique communication challenges. Traditional classroom settings often fall short in providing individualized reinforcement and engagement, which are critical for skill acquisition and behavioral management (Bambara, Koger, & Bartholomew, 2011). By employing iPads, educators can deliver personalized reinforcement, facilitate communication, and foster independence, aligning with research supporting technology’s role in improving learning outcomes.

Fundamentally, the intervention focuses on fostering meaningful engagement through the use of “Proloquo,” a communication application designed for individuals with speech challenges. This technology enables children to express needs and participate actively in learning activities, thus promoting behavioral improvements and enhancing their ability to self-regulate (Brown, Dehoney, & Millichap, 2015). The intervention also emphasizes training teachers and caregivers on effectively integrating these devices into daily routines, ensuring consistent reinforcement aligned with IEP goals.

Ethical considerations are paramount. Respecting students’ rights involves safeguarding their dignity, ensuring informed participation, and restricting device usage to appropriate settings. Compliance with regulations mandated by the Department of Human Resources (DHR) ensures that the intervention respects legal and ethical standards while providing meaningful educational experiences (Bambara, Koger, & Bartholomew, 2011). Additionally, parental consent and ongoing communication are integral to maintaining transparency and trust.

The methodology includes a phased timeline to implement the intervention, with provisions for extending training durations as needed to accommodate individual student pacing. Resources comprise access to individual iPads, art and craft supplies for supplementary activities, and training materials. Data collection is multifaceted, involving direct observations, questionnaires, incident reports, and probing techniques. These tools offer comprehensive insights into behavioral patterns, skill development, and perceptions of efficacy.

Data analysis will focus on assessing behavioral improvements and academic progress, with special attention to the consistency of IEP goal application. Quantitative analysis will compare pre- and post-intervention performance metrics, while qualitative data will capture students’ engagement levels and perceptions by caregivers and teachers. The ultimate goal is to demonstrate that technology integration can effectively reinforce learning, enhance communication, and improve behavioral regulation in children with ASD.

Research literature underscores the efficacy of technology-based interventions. Brown et al. (2015) highlight the “next generation digital learning environment” as instrumental in supporting individualized instruction. Kiger and Herro (2015) emphasize that “bring your own device” policies facilitate personalized learning experiences. Moreover, studies show that consistent reinforcement and tailored interventions lead to better generalization and maintenance of skills for children with special needs (Tyner, 2014; Wehmeyer, 2005).

In conclusion, the proposed intervention exemplifies how integrating technological tools such as iPads with specialized applications can revolutionize educational approaches for children with ASD. It aligns with ethical standards, emphasizes individualized instruction, and utilizes comprehensive data collection methods to ensure continuous improvement. Implementing such strategies promises to foster greater educational equity, independence, and behavioral success for students with disabilities.

References

• Bambara, L. M., Koger, F., & Bartholomew, A. (2011). Building skills for home and community. In M. E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (7th ed., pp. ). Upper Saddle River, NJ: Pearson.
• Brown, M., Dehoney, J., & Millichap, N. (2015). The next generation digital learning environment. A report on research. ELI Paper. Louisville, CO: Educause.
• Kiger, D., & Herro, D. (2015). Bring your own device: Parental guidance (PG) suggested. TechTrends, 59(5), 51-61.
• Tyner, K. (2014). Literacy in a digital world: Teaching and learning in the age of information. Routledge.
• Wehmeyer, M. (1992). Self-determination: Critical skills for outcome-oriented transition services. Journal for Vocational Special Needs Education, 15, 3-7.
• Wehmeyer, M. L. (2005). Self-determination and individuals with severe disabilities: Re-examining meanings and misinterpretations. Research and Practice for Persons with Severe Disabilities, 30(3), 113–118. http://doi.org/10.2511/rpsd.30.3.113
• Additional references would include peer-reviewed scholarly articles and official guidelines on assistive technology, ethical standards in special education, and research studies on the efficacy of tablet-based interventions for children with ASD.