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Step 2: Comments Regarding Types of Patterns
Patterns of Quality
Quality is defined as a demonstration of a concept or skill in a way that, while allowing the child to accomplish the desired task, is done in such a way that it may hinder understanding of others, the accuracy of the performance, and/or may get in the way. Examples of quality include issues around intelligibility, application of too much or not enough force, moving too quickly or too slowly, talking too loudly or softly etc. Patterns of quality don’t automatically suggest a concern; rather, they are an important consideration if they are interfering with interactions, physical health, and/or acquisition of future concepts and skills.Comments:
My understanding of Patterns of Quality is that children can do something either too much or not enough. For instance, I know a child who gets too excited when there is a lot of activity in the classroom. He begins to talk too loudly. He moves too quickly. He bumps into objects and people. None of his actions are intended to hurt anyone. He just can’t seem to control himself and typically an adult has to help him regulate by giving him a big hug or gently talking with him while rubbing his arms.Patterns of Latency
Latency, as it relates to learning or development, is defined as the amount of time it takes for someone to act or “do” after a request or prompt. In other words, how quickly does a child respond? Examples of latency include issues around time to task or verbal responses to questions or prompts, and also include concerns around impulsivity. Patterns of latency may not always be a concern, however they are important to consider if they are negatively impacting learning, development, health, communication, and/or behavior.
Comments:
When I think of Patterns of Latency I think of children (and adults) who either respond much too quickly to a question or prompt or respond extremely slowly. I have had students who respond to a question before I have even stated the entire question (and frequently incorrectly). I have also worked with students who don’t provide any indication that they are even considering responding to a question or prompt. Their delayed response may very well have to do with an inability to perform the task, a way to avoid the task or an inability to understand what is being asked/requested.I have had many years of experience working with English language learners. In many instances, a response is delayed because the child/adult needs to process the information/question in their first language and then translate it into English in order to provide a response. This is not a disability, even though I’ve encountered many people who seem to think it is.
Patterns of Assistance
Assistance is when an adult, a peer/sibling, or the environment performs part of the concept or skills under consideration. Assistance alone does not warrant concern or a higher tier of instruction (i.e., assistance might be expected based on what is known about developmental expectations); however, when a pattern of needing assistance (e.g., required under predictable circumstances/situations beyond what would be expected of a novice learner, for the child’s age/present level of ability/developmental readiness, culture, and/or prior exposure) emerges, a concern is noted.
Comments:
When I think of Patterns of Assistance I think of “learned helplessness”. As an educator, I have to be very careful to make sure that I’m not providing a student with so much assistance that s/he comes to expect it and is unwilling to try a skill on his/her own or with a fading of assistance.Patterns of Interfering Behaviors
An interfering behavior is one that a child demonstrates instead of the desired or expected concept or skills. Not all interfering behaviors are aggressive or purposeful; however many times they are (e.g., hitting, biting, throwing). At times, behaviors can interfere given that the child (by choice or otherwise) is not able to maintain or establish attention, walks away from interactions or tasks, or even outright refusal to participate. Sometimes these are unconscious (sensory/biological); so this pattern has less to do with challenging behavior and more to do with a barrier to learning.
Comments:
I think it’s important to look for Patterns of Interfering Behaviors in order to determine when they occur, under what circumstances, with whom, etc. so that the team can then come up with a plan to reduce the behavior. I particularly think of aggressive behaviors that appear to be purposeful (to avoid a situation or manipulate a situation). In the case of the student, I am thinking of, this behavior is most definitely interfering with his learning.
Patterns of Unexpected Performance
Patterns of unexpected performance represent instances where the child’s performance would not have been anticipated or expected according to typical development. For example, a child was demonstrating a later skill before demonstrating an earlier skill, or was emerging across early and later skills simultaneously. This pattern may also represent situations where children have a tendency to demonstrate inconsistent performance, to the extent that they may excel or struggle on the same skill without a clear explanation for the difference in performance.
Comments:
My understanding of Patterns of Unexpected Performance is that students demonstrate inconsistent skill development. I hear math teachers talk a lot about students who have gaps in their learning. I have noticed this on occasion when completing math achievement tests. Sometimes students will do poorly on basic computation but do well in problem-solving because they can find alternate ways to solve the problem.
Step 3: Complete at least one of the patterns by considering your own skills and abilities. Completing a pattern means listing the patterns and considerations. YOU DO NOT HAVE TO WRITE AN EXAMPLE FOR EACH TYPE OF PATTERN.
Patterns of Quality
List Patterns of Quality: work too quickly, multi-task, try to accomplish too many things in too short a time frame.Pattern Considerations: I often cut my time too short and then rush to complete something. I noticed this the other day when I was getting ready for a baby shower. I was trying to put together the decorations and I was rushing. My fingers kept fumbling and I couldn’t seem to accomplish anything. I finally made myself stop, take a breath, and then continue at a slower more reasonable pace. Everything was completed in a timely fashion without the added stress of rushing.
I am also a multi-tasker, often having two computers and a phone that I’m attending at the same time. It is inefficient (and I know it) but I feel compelled to carry on. Sometimes I just have to pull myself aside and say “ENOUGH”. When I do focus on one task at a time, I typically get so much more done.
Response to Daniel Kaasa:
I agree with you observation regarding behavior patterns. I think it is very important that educators use a format such as the ABC format to document and take data on the challenging behavior in order to develop a plan to address it. Aggressive behaviors, avoidance behaviors, etc. interfere with a student’s learning and therefore needs to be addressed.
I can also relate to your comments in regards to Patterns of Quality in yourself. I also tend to have too many tasks to accomplish at once which can lead me to make mistakes or become overwhelmed. I have learned to virtually shake myself, take a breath and focus on one thing at a time.
Peer Response to Mark:
I agree with Mark’s observation that it is not always easy “to tease out what is happening when a student is having difficulty”. This is definitely the messy middle time. It is important to recognize that all children are different, come from different circumstances, and have different learning styles. If a teacher is willing and able to provide different opportunities for the child to have success a special education referral may not be needed.
STEP 1- Answer the following questions and explain why you feel the way you do.
Are all Tier 3 needs IEP worthy?
I don’t believe that all Tier 3 needs are IEP worthy. It depends on the area and the degree to which the child is struggling. If it is one component of a skill (the child can’t seem to remember the multiplication facts – i.e. 7s and 8s) but understands how to compute multi-digit math problems, then I would not regard that as a need that is IEP worthy. Most students/children demonstrate strengths in certain areas and needs in other areas. It doesn’t mean that they all need an IEP goal. It may require a little extra attention, some re-teaching, an accommodation or modification, or a different approach to teaching in order for the child to understand and master the skill.
How would you define “the messy middle”?
I just had a situation that I would term “the messy middle”. A child (4 years old) was referred for an evaluation due to concerns about his behavior (in particular in the area of sensory regulation). Both his parents and preschool teacher were seeing behaviors that were of concern to them. The child was evaluated and an evaluation eligibility meeting was held to review the information. In my opinion, this was not a clear-cut situation in which the child met the criteria and needed special education services. This child has strengths in many different areas and while he is struggling in the preschool setting he is also making gains in other areas. It was a case in which the quality of performance and generalized use of the skills he was asked to demonstrate were of concern. I thought that these areas could be addressed in the preschool setting without special education support. At the same time, there was enough of concern from several team members who felt that special education services were warranted.
Can a Tier 2 (targeted) need be IEP worthy?
I think a Tier 2 need can be IEP worthy but it depends on the degree to which the child is struggling and if the need aligns with his/her disability. Quite often, with the right general education supports, the child can have success within the general education setting.
In what way can a child who is eligible for special education have Tier 1 needs?
A child who is eligible for special education can have Tier 1 needs when they demonstrate splinter skills. A child may show developmentally appropriate skills in one or more areas but struggle in another area. A student who is quite gifted in math but has difficulty with reading or writing may require Tier 1 support. Tier 1 supports may be needed to help the child fill the gaps in reading or writing skill development.
Naomi,
The program you work for sounds wonderful. I think it is great that children are given the supports they need within the general education setting before jumping to a referral for a special education evaluation. I also applaud your district for requiring you to work with all students and all teachers. What a way to continuously support all students and staff.
STEP 1- As discussed in Module 4.1, often we have children who struggle and have real learning needs yet they do not ultimately qualify for Special Education, and hence an IEP. The video for Module 4.1 describes how to use the zig-zag process to support children’s learning needs both on an IEP and without. Consider your own district or agency.
Currently, I work in two different school districts. In order to answer this question, I will focus on one rural Alaskan District that I work with.
Are there supports or resources in place that would allow a child who struggles but does not qualify to receive high-quality instruction to meet their unique needs?
The district I work in is very small (less than 100 students K-12). It does have a Head Start program and we do provide services to students in Head Start. There are supports available for students who are struggling but they are limited due to the size of the district. Beginning with Kindergarten through 6th-grade students can access Title I services. These services typically focus on reading and math skills and don’t address social-emotional or speech/language concerns. What does stand out to me is the length the teachers will go to in order to meet the unique educational needs of each student. They will accommodate learning needs, provide a modified curriculum, allow students to demonstrate their knowledge in different ways, etc. The supports are less obviously in place for students with social-emotional challenges. The district does work closely with local behavioral health services to address the social-emotional needs of students who are struggling. The Head Start staff work with their regional staff to problem-solve solutions for working with children in the Head Start setting, who demonstrate learning or behavioral challenges before considering a referral for a special education evaluation.
What steps could you take to ensure this child receives what they need, even if they do not get an IEP?
As I commented in my first response the teaching staff are very open to working with students and providing them what they need (in regards to academic assistance) whether they have an IEP or not. Staff is much less able to work effectively with students with significant behavioral challenges. As a special education teacher, I am more than willing and able to provide recommendations for instructional strategies, accommodations, and curriculum to general education teachers. Typically teachers will seek me out if they are having difficulty meeting the needs of a student to ask for suggestions and seek advice. Despite the fact that the student doesn’t have an IEP I am more than willing to share resources, observe and provide recommendations and help a teacher develop strategies for giving the student the support s/he needs.
Does district/agency policy allow you to work with general education teachers to help kids who are not on your caseload? Describe how you usually address this situation, and what you would do in an ideal world (with needed supports or resources).
District policy does allow special education staff to work with students, who are not on our caseload, in the context of the general education setting. Special education staff does provide instruction to students, though typically it is informally, when they are in the general education setting specifically to support a student who does have an IEP. Occasionally a special education staff member teaches a small group of students that can include general education students as well as the student(s) on an IEP. In a ideal world, class size would be small enough that teachers could more easily meet the individual needs of their students. Special education and general education staff would have time to collaborate and plan for interventions before having to consider a special education referral.
STEP 2– Talk about when, where, and under what context you have observed any of the seven (7) learning progressions, as well as what you would do in the future to address them.
I have seen many of the seven learning progressions when I’ve had the opportunity to spend time in the Head Start building. I have seen teachers give very simple and precise directions; using words and motions or modeling. When a non-preferred activity is coming up I have seen staff pair that activity with a preferred activity or begin the activity with something preferred and then move to the non-preferred activity (ie. – students who don’t like to write, but do like to paint. They can paint their name). Some children are not ready to engage with their peers when they first enter Head Start. The staff allows students to parallel play and they watch for opportunities to encourage cooperative play.
Reply to Olena:
It is true that a parent’s cultural, socio-economic, and educational background do influence what they perceive as important for their child to know and be able to do. Rapport and relationship building are fundamental to what we do in the education field. Building a rapport with parents will only make our jobs easier and in the long run help the student to have a more positive and hopefully successful school career.
Peer Response to Naomi:
I found your goals and explanations to be clear, understandable, and well-written. Your examples helped me as I was thinking of all the goals I have written over the years and how to categorize some of them. In some instances, I rewrote goals I had previously written with these dimensions in mind. Thanks for your insight.
STEP 1- For each of the dimensions of behavior described in Lessons 3.1 and 3.2 (frequency, accuracy, latency, duration, endurance, intensity, and independence), provide one example of a behavior/skill that would be best measured using that technique. Provide a rationale for why you feel this is a sufficient example and why the other techniques would not be as useful for that behavior/skill.
In some instances, I wrote a goal. In other instances I described the skill that would best be measured using a particular dimension:
Frequency: During a group discussion, the student will raise and lower his hand to provide information based on the verbal and gestural cues provided by the teacher as observed 4 out of 5 times during group activities. This student blurted out the answers and rarely raised his hand unless prompted by a paraprofessional. We wanted to increase his hand raising behavior (which he did). The other dimensions don’t fit here because we want to see an increase (frequency) in his hand raising and a decrease in blurting out.
Accuracy: measure the number of times a student uses the correct pronunciation of sounds in words and phrases during a speech session. When determining if a student is able to say a certain sound (i.e. /s/) you have to provide an opportunity for the student to use a number of words and phrases that contain the sound. It is not enough to consider the goal met if the student says the sound correctly in one word, but no others. This would also lend itself to endurance and independence. Typically with students who have articulation needs, we are looking to increase the accuracy of the letter sound production. I do think that independence is important since the goal is that the child is intelligible and does not need prompts or cues.
Latency: I could see measuring a student’s response time to a verbal direction or prompt. Such as: When given a direction by an adult, the student will follow the direction within one minute and with no more than 1 prompt. This is a student who frequently ignores teacher directions, especially when transitioning to a non-preferred activity.
Duration: The student will attend to his math seatwork for 10 minutes or until finished accurately and with no more than 1 reminder. For this student we want him to maintain his focus and complete an activity before moving on to another activity. I know I added accuracy because this student rushes through his work, often getting several items incorrect, just to say “done!”. I believe that accuracy has to be part of the goal.
Endurance: The student rarely lasts an entire gym period. He complains and cries that he is tired or he doesn’t want to try an activity. Sometimes he gets angry when his team is loosing and then he’ll walk away from the activity. An endurance goal could address his ability to participate in gym class for the entire class period with minimal encouragement from the staff. I don’t think that accuracy, frequency, latency, intensity or independence are measured here. I do think duration can be measured since we want him to participate in the entire gym period.
Intensity: With adult prompting, the student will select an appropriate sensory tool or skill prior to a whole group activity, so that he can sit and participate in the activity without aggression, eloping, or shouting as observed daily for 4 out of 5 days. This student has very intense, disruptive behaviors during circle time and other activities in which students are participating in a group (storytime, yoga, etc.). He has sensory tools available and is learning strategies for regulating his own behavior. I think a case can be made that duration is an important dimension here. We want this student to participate in the whole activity without exhibiting disruptive behaviors.
Independence: The student will write her first and last name with the correct formation of all letters 100% of the time. We are looking for complete independence. The student is able to write her first name and a portion of her last name. Accuracy is another dimension addressed here.
Peer Response: Naomi
I like your description of under what circumstances you might use qualitative vs quantitative measurement. I agree that academic skills can be much easier to measure quantitatively. I think of reading a certain number of sight words or naming a certain number of letters, numbers, etc. It seems to me that when we are observing and measuring behavior, especially when we want the behavior to occur over a lengthy period of time qualitative measurement makes more sense.
STEP 1- Consider how we can document behaviors either qualitatively or quantitatively. Provide an example of a situation where measuring qualitatively would seem to be the best approach, as well as an example of a situation where measuring quantitatively would seem to be the best approach. Be sure to explain your reasoning.
Measuring Qualitatively: An example of a situation where measuring qualitatively is the best approach might be when trying to increase the desired behavior, such as social interactions within the school day. Counting a student’s social interactions throughout the day is very labor-intensive for busy teaching staff. By saying something to the effect of John will increase the number of positive social interactions he engages in each day by either responding to or initiating an interaction with minimal teacher prompting through the majority of the school day. Staff can observe and make notes at the end of the day or mid-way through the day and again at the end of the day, instead of feeling compelled to tally each positive interaction.
Measuring Quantitatively: An example of a situation where measuring quantitatively is the best approach might be when trying to increase a behavior during a specific time frame. For instance: John will sit during morning circle time for 2 consecutive minutes, without wandering away from the group for 5 consecutive days. The amount of time is specific and the time period is specific which makes this easier to measure quantitatively.
Reply to LuEmma
I like your description of your district’s referral process. It is well-timed to give staff the opportunity to implement interventions and get to know the child before jumping into a referral for special education services and then immediately testing the child. I also think it is great that an evaluation isn’t the first step taken. It’s important to provide supports within the general education setting before jumping to an evaluation and possibly special education services. The Headstart staff that I work with are always more than willing to provide supports and try new strategies in an effort to see if the concern(s) they have can be addressed without an evaluation.
STEP 1- To what extent have you or the IEP teams you have been on engaged in the DDDM process? If you have, do you or your team engage in DDDM in a continuous manner? What steps of the process have you or your team struggled the most with and which step is a strength? If you have not engaged in DDDM specifically, describe how the decision-making process you have been a part of and how that compares to DDDM.
I believe we engage in the DDDM process. The school district I work for does not have its own preschool program. Three to five-year-old children attend the Head Start program. The special education team (teacher and para) work closely with the Headstart staff once a student has been referred. We do rely a lot on the staff at the Headstart to provide information about the child (strengths, needs, concerns, parent concerns, etc) through both the gathering and documenting stage. I (as special education teacher) typically serve as the warehouse for the information provided by the Headstart staff and other individuals. Depending upon the reason for the referral one or more related service providers travel to the village to test the child. They perform observations and also gather information from the Headstart staff and parents. Typically the school psychologist and/or speech pathologist and/or occupational therapist, etc. will summarize their test results as well as the information they have gathered from teaching staff and parent(s), analyze and interpret the data they have and make recommendations. The teams that I work with then take that information as well as any other information gathered from the Headstart and the parents (work samples, Brigance test results, log notes, etc.) and then use that information to determine eligibility.
I think where things begin to break down is once an IEP has been written and implemented we do not continue to implement all 5 steps. Some of this depends upon the identified needs of the child and the amount of time staff (special education and Headstart) have to gather, document, summarize, analyze and interpret data on a regular basis. This is a definite area of need in my opinion.
Response to Kaleigh Ryno:
Hi Kaleigh, Good thought regarding the possibility that Spencer might be gifted. I hadn’t thought of that. I agree that the team needs to know more about the stressors at home and school that are impacting Spencer. I wonder what his school day looks like? He has the ability to do the schoolwork, but I also wonder about his social/emotional age level.
STEP 1- Consider the case study below. What aspects of the child’s case are needs, and which are wants? Explain your reasoning
I believe Spencer’s needs are: 1) school attendance (in the brick and mortar school) and 2) improved behavior at home (addressing his behaviors (meltdowns, panic attacks, aggression, refusal). I believe these are Spencer’s needs as he is 6 years old and he must attend school as it is the law. I believe he needs to attend a brick and mortar school because he is having much more success manipulating his mother than school personnel. A home school setting would, more than likely, end up a battleground between him and his mother as she tried to regulate the amount of time he spends on Minecraft. I see his behaviors as intentionally manipulative and they are working for him, he misses school frequently. I wonder does he get to play Minecraft when he is home “sick”?
That all being said I think there needs to be some investigating as to whether or not there are any stressors and other reasons for his wish to no longer attend a brick and mortar school. What family stressors are there? Parents recently separated? divorced? Single parent? Financial hardship? New sibling? What school-based stressors are there? Bullying at school or on the bus? conflict with the teacher? work is getting harder? Change in his schedule? etc. Why are his grades going down? Why does homework seem to trigger meltdowns?
Once some of these questions can be answered and stressors at home or school (or both) identified (through anecdotal information and data collection (ABC)), the team can then analyze the information gathered and develop a plan (possibly a BIP) for addressing school attendance and challenging behaviors.
His wants are 1) to be homeschooled, 2) to play Minecraft. He has told his mother that he wants to be homeschooled through his favorite game, Minecraft. While homeschool is a very valid way to provide instruction to students, it is not the best way for all students. The student and parent(s) have to be committed to putting forth the work and effort. Given his current behaviors, it is my guess that he would struggle to get his work done. And Minecraft is not a need. It’s a game that he can play after his schoolwork is complete. I would use Minecraft as a reward. The school and parent would need to be in sync and a well-thought-out behavior plan would need to be put in place.
