1 Instructional and Behavioral Interventions: 3-tiered approaches Bradley S. Witzel, Ph.D. Winthrop University

Characteristics of those who struggle Lack of strategic approaches to mathematics Lack of strategic approaches to mathematics Unorganized, impulsive, unaware of where to begin an assignment Unorganized, impulsive, unaware of where to begin an assignment Unaware of possible steps to break the problem into a manageable task, possibly due to the magnitude of the task Unaware of possible steps to break the problem into a manageable task, possibly due to the magnitude of the task Exhibit problems with memory (working memory) Exhibit problems with memory (working memory) Unable to focus on a task Unable to focus on a task Experience feelings of frustration, failure, or anxiety Experience feelings of frustration, failure, or anxiety Lack persistence to solve longer problems or personal struggles Lack persistence to solve longer problems or personal struggles Attribute failure to uncontrollable factors (e.g., luck, teacher's instructional style) Attribute failure to uncontrollable factors (e.g., luck, teacher's instructional style) © Witzel, 20112

3 What has been found to help students with learning difficulties ► Teacher-directed work with guided discovery  Exogenous Constructivism (Moshman, 1982)  Verbal and Concrete Prompts used to scaffold (Kraayenoord & Elkins, 2004) ► Systematic Instruction (Bryant, Hartman, & Kim, 2003)  Explicit instruction (Mercer et al, 1994)  Strategy Instruction (Maccini & Hughes, 2000) ► Multisensory (Maccini & Hughes, 2000; Maccini, Mulcahy, & Miller, 2007; Witzel, 2005; Witzel, Mercer & Miller, 2003; Witzel, Riccomini, & Schneider, 2008)

Learning Disabilities LD: The term 'specific learning disability' means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations (IDEIA, 2004) LD: The term 'specific learning disability' means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations (IDEIA, 2004) 4

Emotional Disabilities ED: Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance: An inability to learn that cannot be explained by intellectual, sensory, or health factors. An inability to learn that cannot be explained by intellectual, sensory, or health factors. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Inappropriate types of behavior or feelings under normal circumstances. Inappropriate types of behavior or feelings under normal circumstances. A general pervasive mood of unhappiness or depression. A general pervasive mood of unhappiness or depression. A tendency to develop physical symptoms or fears associated with personal or school problems. A tendency to develop physical symptoms or fears associated with personal or school problems. Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance. 5

Tiered Instruction 6

7 This course We will pull from research with students learning disabilities and emotional disabilities to learn how best to teach. You will plan: 1) A full unit (academic and social-emotional) 2) A CRA math lesson 3) A task analysis (problem solving) 4) Cognitive strategies 5) Student-led IEPs You will implement: 1) Possibly part or all of your plan 2) Graduate students – entire plan You will problem solve: 1) Student ED case studies