EP230 Unit 3 Seminar Please feel free to chat as you enter seminar.

Unit 3 Assignments  Readings (Speech and Language Impairments and Positive Behavioral Interventions and Supports)  Discussion Board Questions #1 and #2  Attend Seminar (if you can read this then check it off your list)  PROJECT!!!!! (don’t panic it is not that bad)

Unit 3 Project  For the Unit 3 Project, you are to write a 2-3 page paper, in your own words, about the Response to Intervention (RtI) system in education. In this project:  You should define and provide an overview of RtI:  Discuss the role of progress monitoring within the RtI framework  Delineate the impact of RtI regulations on the identification of students with specific learning disabilities.  You may consult the archived seminar for Unit 2, the website for the National Center on Response to Intervention ( or conduct your own research.

Unit 3 Project  Information about RtI is abundant on the Internet. It is important to keep in mind that you will likely have to synthesize and condense information so that you write a succinct paper.  Your paper should include in-text citations and follow APA style. As a reminder, APA examples are provided in DocSharing. For additional help, consult the APA Quick Reference on Course Home.  You should include a title page and a references page (these do not count as part of the 2-3 page requirement).  Use the Writing Center!

Positive Behavior Interventions &Support  What does it mean to have Positive Behavior Interventions and Support at a school site?

PBIS  Usually refers to a system used to teach behavioral standards, much like a core curriculum, at a school site  Staff members become ‘trainers’ and train other staff members on processes  School site members will focus on preferred behaviors  Behavioral expectations and routines explicitly taught  3-5 behavioral expectations positively stated and easy for students to remember

Positive Behavior Support  Respect Yourself, Respect Others, and Respect Property  Be Safe, Be Responsible, Be Respectful  Respect Relationships and Respect Responsibilities

PBIS Field Trip  ?v=z135dVZEArM ?v=z135dVZEArM  Why is PBIS important to school culture?  How does PBIS affect students with special needs?

Case Study Ernesto is a 15-year-old student who has been diagnosed with generalized anxiety disorder. He tends to worry constantly about whether he will be able to finish his assignments, if he will have time to eat his lunch before the lunch period is over, what he would do if he missed the bus home, as well as many other concerns that he tends to overreact to. Lately, his behavior and concerns have prevented him from truly enjoying any opportunities for socialization in school, and he also has difficulty concentrating on his work due to his excessive worrying. What are some ways you might approach Ernesto and what are some strategies you could use to enhance his functioning at school?

Unit 3 Discussion Boards Speech and Language Impairments  Range from simple sound substitutions to inability to understand or use speech or language  Some causes of speech and language disorders include hearing loss, neurological disorders, brain injury, mental retardation, drug abuse, physical impairments such as cleft lip or palate, and vocal abuse or misuse.

Speech Impairment  What is a Speech Impairment?

Speech Impairment  Difficulty producing speech sounds  Problems with voice quality  Difficulty with sound articulation, pitch, volume, or quality of voice  Can be difficult to understand a person with a speech iimpairment  Difficulty producing sounds; ie saying ‘see’ instead of ‘ski’

Language Impairment  What is a language impairment?

Language Impairment  Difficulty understanding and/or using words in context  Improper use of words and their meanings  Difficulty expressing ideas  Reduced vocabulary  Difficulty following directions

Weekly Quote…  "To the world you may be one person, but to one person you may be the world." - Heather Cortez

References  cuments/NICHCY%20PUBS/fs11.pdf 