Alberto and Troutman (2017) offer five guidelines for conducting task analyses for students with cognitive delays. Identify and briefly describe each of these guidelines. Give an example of a task analysis completed for a student who has a cognitive disability.
What will be an ideal response?
Alberto and Troutman (2017) offer five guidelines for performing task analyses for students with cognitive delays or disabilities. Student answers will vary on this question, but students may focus on the following: The first guideline is to identify to long-term goals or objectives for the student. What is it that we want the child to be able to do? Next, they suggest breaking down the skill, activity, or behavior into smaller, more manageable steps. Children with cognitive disabilities or delays often struggle to retain information for long periods of time and may become overwhelmed when presented with a multistep task all at once. Third, you should eliminate all redundant or unnecessary behaviors. There is no need to perform the same steps more than once. Make the activity or steps as simple and as clear as possible. Fourth, you should sequence the steps for teaching. After you have broken the skill down into its different parts and determined which redundant behaviors to eliminate, you must design a logical, sequential process through which you may present the task to the child. How are you going to teach this student the skill you just broke down? Finally, you must specify any prerequisite skills that the child must have in order to learn the new skill. For example, if the target skill for the child is to learn to multiply single-digit numbers, a prerequisite skill would be that the child has a good understanding of single-digit addition and subtraction as multiplication builds upon these skills. Task analyses are beneficial for students with cognitive delays and disabilities because these students oftentimes have trouble retaining information for long periods of time. Their ability to reason through tasks and to break large activities down into smaller pieces on their own is oftentimes impaired. When given a multiple-step activity or task such as getting dressed in the morning, a child with a cognitive disability may become overwhelmed and not know where to begin or forget important steps of the dressing process. By performing a task analysis, we can break down the "getting dressed" procedure into smaller, more manageable parts that the child can perform somewhat independently. This allows the child to feel successful and promotes greater learning overall.
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To find a summary of research over a 10-year period concerning the attention span of elementary school children, you would look in
a. Dictionary of Education. b. Education Abstracts. c. Encyclopedia of Educational Research. d. Journal of Educational Research. e. Review of Educational Research.
The second-grade team is concerned about the sloppy work their students are turning in, so they implement a reinforcement scheme to promote neater work. In the process, each time students turn in a neatly written paper, Mrs. Oakes gives them a star. Mrs. Barber gives stars after they turn in three neatly done assignments in a row. They implement this process for a month and then they both stop
giving the stars. Research patterns indicate which of the following is most likely to be correct? a. Neat work will appear sooner in Mrs. Oakes's class but will also become sloppy again sooner. b. Neat work will appear sooner in Mrs. Oakes's class and will remain neat longer. c. Neat work will appear sooner in Mrs. Barber's class and will remain neat longer. d. Neat work will appear at about the same time in both classes but will remain longer in Mrs. Barber's class.
Precise language includes appropriate language. What should a teacher do if children make racial slurs or sexist remarks when sharing their writing?
A. Tell the offending student to sit down and move on to another student. B. Tell the offending student to sit down and remind him or her that there is a difference between public and private language. C. Don't draw attention to the comments. Students have the right to express their opinions when sharing their writing. D. Tell him or her to stop using such words immediately and schedule a time for him or her to speak privately with you or the principal.
Procedures in place to prevent cross-contamination include:
A) Monitoring refrigerator and freezer temperatures. B) Posting a standard operating procedure for hand washing. C) All equipment, food preparation and service areas are washed, rinsed, and sanitized before and after use. D) All food is properly wrapped, labeled, and dated.