Incremental Rehearsal

Identification: Truxton Academy Charter School acknowledges that all students have both strengths and weaknesses in their learning styles. We understand that students who begin to struggle academically need quality instruction and intervention strategies immediately. We know that early intervention at the kindergarten and 1st grade levels as well as early intervention in the academic year at all grade levels is very important for students’ long-term academic success. (Burns, M. K., Griffiths, A., Parson, L. B., Tilly, W. D., & VanDerHayden, A. (2007). Response to intervention: Research for practice.

The participants included 1000 kindergarten and 1000 fifth grade (N=2000) students from two elementary schools of Los Angeles Unifies School District (LAUSD). One of the schools was an affluent public school with abundant resources catered to children in need and programs that promote positivity and growth. The other school was also public, but had limited resources due to financial restraints. Of the participants, 50% were female and 50% were from low-income families. All

The components of the Cycles Phonological Remediation Approach were developed from theories of phonological development, principles of cognitive psychology, and ongoing research in phonological acquisition (Hodson, 2006). Hodson proposes that children who are highly unintelligible would benefit from a treatment program that targets pattern errors in systematic cycles and uses auditory bombardment in combination with practice activities during therapy sessions. Clinicians interested in employing this method could benefit from research that answers the question- “is the cycles approach more effective than the traditional articulation therapy approach in the treatment of children who are highly

PS. 45 is a school in in Staten Island New York, serving 900 students, 61% of the students are economically disadvantaged. This is a diverse school where 5% of students are Asian, 17% Black, 48% Hispanic and 27% White. They have a population of English Language Learners that take up 6% and 23% of the school's population have disabilities. I am observing a 4th grade classroom at P.S. 45. This class is a general education class with 26 students, two of these students are English language learners and two others struggle with focusing. There are also a number of students in the class that need extra support.

In 2006, the U.S. Department of Education Office for Civil Rights reported that African American students represent 17.13% of the total public school population while they account for more than 26% of the children served in special education classrooms (Banks, J. j., & Hughes, M. S. 2013). Across all ethnic groups, African American students are at the highest risk of being placed in special education (Harry & Klinger, 2006). According to researcher Banks, once labeled as having a learning disability, African American students are less likely to be given the opportunity to be tested out of the remedial classes. (Banks, J. j., & Hughes, M. S. 2013)

One of the greatest tragedies is the effect of the economic margin between ethnic and racial groups. Families of minority groups are more likely to be the living in what is relatively speaking, poverty levels, than the majority group. The majority, primarily of the white race, live with the advantage of their much better economic standing, and are benefitted with the advantage of having the ability to get their kids ahead academically. Which leads to disproportionate ease of transition into kindergarten for kids. In a sample of 3,595 teachers surveyed by using the National Center for Early Development and Learning’s Transition Practices Survey (1996), it was reported that about 16% of children faced difficulty during entrance to kindergarten. The rates of problems acknowledged among the children also reflected the minority composition, and

“A Critical Practice Analysis of Response to intervention Appropriation in an Urban School” written by Kathleen A. King Thorius, Brendan D. Maxcy, Erin Macey, and Adrienne Cox, highlights some key difficulties urban schools face through the enactment of Response to Intervention. Response to Intervention emerged in the early 2000’s when the field of special education was critiqued on the way they diagnosed and identified students with learning disabilities. RTI is done through interviews, mentoring and monitoring. The intensity of the intervention undergoes three or four tiers in particular; Tier 1 is when all students are provided with general education and are supervised based on the improvement and expectancy for the age and grade and Tier 2 occurs when the teachers are not noticing improvements. Tier 2 is simply when the specified students receive more skill-oriented testing and monitoring. If there is no improvement seen, they are moved to Tier 3, which is when the students receive the most intensive instruction. If there is no improvement in this tier, they are then receiving Tier 4 instruction, which is otherwise known as special education. RTI provides a structure of how to supply intervention for those children struggling academically in fields that they previously lacked. However, as displayed in this article, the context of what occurs during this meeting still requires a bit more structure.

American students, especially African- and Latin-Americans are performing poorly on international assessments such as the PISA. On the 2012 PISA math and science scores remained below average (496) for African-Americans scoring 421 in math and 439-science and Latin-Americans 455 in math and 462 in science (National Center for Education Statistics, 2012). The educational disparities is exacerbated by the low high-school graduation rates and college attendance by minorities. Part of the problem can be attributed to the disproportionately high number of minority students in remedial classes and lack of diversity in gifted education programs. Several factors contribute to a disproportionate number of minority students being placed in special education. Poverty perpetuate problems ranging from premature births to impoverished neighborhoods. Insufficient funding, inadequate resources, and poor curriculum impedes a constructive learning environment (Artiles, Harry, Reschly, & Chinn, 2002). Also the lack of cultural cohesion between teachers and students may result in students of color placed in special education programs (Bailey, 2012). In addition, some assessments used for placement may be culturally bias (Artiles, Harry, Reschly, & Chinn, 2002) and students possibly lack suitable instruction before being placed in remedial education. Students in impoverished neighborhoods receive considerably less state and local funding, the lack of resources increase the probability of being

High poverty public schools in the sample show a considerably greater need for special educational support programs than do low poverty schools; that students in these schools, whatever their family socioeconomic status, have lower achievement than do students in the low poverty schools; and that schools with more than 50 percent of their

Participants: In this study there were nine, four and five-year old kindergarten students who were enrolled in a private school that serves inner-city children. The school resides in a Southeastern United States city. Parent reports state that the school demographics are 94% with an income level of $19,999 or less; 94% in a single parent home; and 12% homeless for at least four consecutive weeks during the school year. There were eight boys and one girl and none were identified as having a language disorder, and they all spoke English.

“The participants for this study were 15 African American preschoolers a preschool in Kansas City. All of the participants selected were from large families who had a significant low family income.

study compared the effects of script fading and discrimination training on mand variability. The intervention used different colored placemats as discriminative stimuli to indicate whether participants needed to vary (based on a lag-schedule) or not vary their phrases across conditions. A nonconcurrent multiple baseline design across participants was used to determine the effectiveness of script fading and discrimination training on increased manding. Intervention was implemented across three preschool students with ASD, at a university based early intensive behavioral program. Looking at Figure 1, baseline shows low levels of manding for participants, with Zach displaying increased variability. After the introduction of script training there was a significant increase in manding phrases: moderate-high levels, with some variability for Gus. This increase continued into the no script phase with a few exceptions for Kent (who had two near-zero occurrences) and moderate variability for Zach. When scripts were removed, during the placemat only condition, Kent showed moderate levels with high variability, while Gus and Zach showed relatively moderate levels with little variability. Trend was relatively stable across phases for all participants, with slight variability to account for outliers. Additionally, when no variation in manding was required, data remained around baseline levels, with slight increase and variability in trend during intervention conditions. Experimental control was attained when baseline manding remained consistent throughout non-intervention phases and only when intervention was implemented was there an observable change in

In my future general curriculum, special education class, I know I will come across some students that have been misdiagnosed and may need additional services. I will do my best to notice these students and get them the help they need. After the student is place in the speech-language impairment service, I will use key interventions to help them progress. Some interventions, mentioned by the authors, that I anticipate using include: modeling language, cueing language, nonverbal cues, in addition to responding to a child's communication efforts through reinforcement or corrective feedback. I anticipate modeling language by providing a set of rules to serve as a guide line for the student. I will cue language by reciting sounds that the student regularly forgets. Some nonverbal cues I plan on implementing will be the student helping me pass out paper. Lastly, I will inform the student on their progress while complementing their

They sampled children were first-time or repeat kindergarteners, kids who did not complete the first assessment in English, children who needed special education, and had moved schools recently. They used those children because they thought those factors were academic risks faced by children. “For instance, repeating kindergarten, needing

Even though some may believe that disadvantaged students may get socially abused in a preschool type program, the social development of the disadvantaged child can be one of the most influential effects that these programs can have on the student. Any one person can tell from experience that children who have any type of disadvantage tend to be either secluded from the rest of society or to be more antisocial and isolated. In a study called the Ypsilanti Perry Preschool