Strategies for Improving Skill Generalization

 When it comes to Low-Incidence disabilities, some individuals will have cognitive limitations. These limitations can affect their day-to-day learning, navigating, and interacting with others and their environments. According to Teaching Students with Severe Disabilities, there is a weakness in perceiving the conditions and specific stimuli that normally direct a person to engage in a previously learned skill in different conditions.

For example, an individual might need visual reminders on each step to brushing their teeth (if not in the same bathroom/home they typically do it in) or they may forget the order or steps to do so. This blog will touch base on strategies Teaching Students with Severe Disabilities highlighted for improving skill generalization. 

STRATEGIES FOR IMPROVING SKILL GENERALIZATION: 

• Teach in Natural Settings:
• Skills learned in natural environments are likely to generalize to other natural environments. 
• For example, an educator teaching a student to brush teeth in the bathroom or over a sink. 
• Teach Loosely:
• Occasionally using unplanned variation in both the prompts and the form of the behavior exhibited by the learner. 
• For example, an educator is not just pointing to visuals but saying the verbal steps. So, an individual doesn't rely only on visual cues. 
• Use Sufficient Exemplars:
• Using different stimuli during instruction. As the child learns to respond to one condition, introduce new ones slowly. 
• For example, if a child recognizes the word "horse" in one book, find a different book with the word "horse" and make that connection. 
• Use General Case Method:
• This requires the teacher to identify the universal or desired generalized conditions and teach the student to respond appropriately under all appropriate conditions. 
• For example, ordering food from any fast-food restaurant. 
• Use Computer-Based Video Instruction (CBVI): 
• Recent studies have found that using CBVI can be used to teach skills. To test this generalization, educators should take students to actual settings where the target skills are tested. 
• Reinforce to Facilitate Generalization:
• Reinforcement is delivered during instruction
• For example, if a student is learning a food preparation task, eating the food after it is prepared (not before) should be part of the reinforcement. 
• Or, if learning steps of playing a game, the student should win sometimes but not know when. 
• Use Peers to Improve Generalization: 
• Inclusion is so valuable in the special education world. Inclusion allows students with severe disabilities to be with peers without disabilities. This can help low-incidence students to generalize new skills, especially communication/social skills. 
• Use several peers so students with disabilities learn to interact appropriately with a variety of people.
• Mediating Their Own Behavior:
• Some students can manage their own behavior. They may use this to improve generalization in the following ways: 
• Self-Instruction
• Self-Monitoring
• Self-Reinforcement
• This helps remind oneself what is being done, what is to be done later, and where it will be done. 

WHY IS GENERALIZATION IMPORTANT? 

Generalization strategies are crucial to allow students with low-incidence disabilities to be more independent in environments and settings that go beyond their home or school. They can use these skills to effectively and appropriately navigate real-world situations. It allows them to build confidence and independence that will benefit them in their adult lives. 

As educators and parents, we want to EMPOWER our students and children to live fulfilled lives. These strategies can help to: 

• Promote Independence
• Enhance Functional Living Skills
• Increase Confidence and Social Interaction
• Ensures Long-Term Retention
• Reduces Reliance on Specific Settings
• Meets Legal Mandates like IDEA

Collaboration as a Whole: It Takes a Village

To support students with Low-Incidence Disabilities, an array of partners within and outside the school setting is required. The importance of a collaborative approach cannot be understated. Each has a specific function that contributes to the well-being of our children. Today, we are going to take a peek at what a potential collaborative team looks like and the roles they play. 

Teaching Students with Severe Disabilities defines collaboration as, "the ongoing process by which people with different areas of expertise partner with one another to identify needs and resources and then work in concert to address those needs". Each person helps with implementing instruction and brings in a variety of skills like knowledge, priorities, experiences, and different vantage points. 

PROFESSIONAL PARTNERS & ROLES

Ideally, a collaborative team will consist of several professionals, paraprofessionals, and family all working towards a common goal. Let's take a deeper look at each person!

• Parents, Guardians, & Family Members: 
• You are crucial to this team! You contribute insight to your child's needs and strengths. It's okay to not know everything. Ask questions and be your child's voice! 
• Special Educators:
• Lead responsibility in a school setting. They design instruction and support for your student. 
• General Educators:
• Bring knowledge of general education curriculum, support special education teachers when possible, and bring different views of students' school life. 
• Physical Therapists:
• A health care professional who works with students who have physical disabilities. Proform therapeutic interventions assisting with mobility. 
• Occupational Therapists: 
• Skills can overlap with physical therapy. They can provide assistive technology help and help promote fine motor skills related to daily living activities.
• Speech/Language Pathologists: 
• Help to improve verbal language, develop communication systems, and help children to express feelings like comfort/discomfort, or yes or no. 
• School Psychologists: 
• In a school setting, they typically conduct assessments to determine present level of function for students with disabilities and can possibly assist with positive behavioral interventions or supports. 
• School Nurse: 
• Provides direct treatment to students. Provides staff with knowledge to respond to each child's needs like seizures, first aid, feeding, toileting, and medication.
• School Administrators: 
• Assist with IEP process, manage special education staff, and ensure compliance with state and federal regulations. 
• Other Professionals: 
• Depending on each child's unique needs, additional team members may be necessary. For example: 
• Social Workers
• Behavior Analysts
• Teachers of the Visually Impaired
• Orientation and Mobility Specialist
• Audiologists
• Physicians
• Dentists
• Dietitians
• Respiratory Therapist
• Pharmacists
• Bus Drivers
• Assistive Technology Specialists 

POSSIBLE TEAM STRUCTURES

Collaboration takes place through a variety of team structures. Depending on your school and your child's needs, a team may use different models to guide their actions. Consult with your school as to what team they use. Let's dive into four common models you might see as a parent: 

• Multidisciplinary Team Model: 
• Each professional works separately/independently with each student. Typically using a "pull-out" model.
• Provides students with expert knowledge of many
• Does not necessarily require interaction among professionals 
• May have isolation during "pull-out"
• Interdisciplinary Team Model: 
• Sharing of information between people through regular meetings.
• Diverse professionals coordinating decisions
• May have isolation during "pull-out"
  
• Transdisciplinary Team Model: 
• Expands on the first two models. This typically involves the special educator being responsible for coordinating and implementing most services. 
• Professionals examining students while in typical school environments
• Provide services in classrooms and natural settings
• Collaborative Team Model:
• All team members are expected to incorporate the expertise of other team members into their evaluations, planning, and program implementation. 

Regardless of what professionals are on your team or what models they incorporate, each member contributes to problem-solving, sharing of knowledge and skills, and should have the child's best interests in mind. 

WHAT CAN YOU DO AS A PARENT? 

• ASK QUESTIONS
  
• BE INVOLVED
• KNOW YOUR RIGHTS
• ADVOCATE FOR YOUR CHILD
• COMMUNICATE WITH THE TEAM
• BE AN ACTIVE PARTICIPANT 
• STAY INFORMED AND SEEK SUPPORT 

What is a Low-Incidence Disabilities?

So you're wondering... 
What is a low-incidence disability?

Let's jump right in! 

The Individuals with Disabilities Education Act (IDEA) defines low-incidence disabilities as Section 1462(c) a visual or hearing impairment, or simultaneous visual and hearing impairments; a significant cognitive impairment; or any impairment for which a small number of personnel with highly specialized skills and knowledge are needed for children with that impairment to receive early intervention services or a free appropriate public education.

Confused? You're not alone! I feel in order to properly define this, 

we need to understand what both high and low disabilities are.  

HIGH-INCIDENCE DISABILITIES

A high-incidence disability occurs more frequently in the general population than that of low-incidence. They typically:

• Occur in between 10-15% of people
• Have a moderate impact on areas like academic, behavioral, or social skills
• Can be supported with interventions
• Common disabilities are:
• Specific Learning Disabilities
• Attention Deficit Hyperactivity Disorder 
• Speech or Language Impairments
• Emotional or Behavioral Disorders
• Mild Intellectual Disabilities
• Some forms of Autism (seek guidance)

LOW-INCIDENCE DISABILITIES

A low-incidence disability occurs less often and is more uncommon.

• Occur in less than 1% of population
• More of a sever disability that can significantly affect an individual's life
• Will need a specialized team for intervention
• Common disabilities are:
• Deaf or Hard of Hearing/ Auditory Impairment 
• Autism 
• Deaf-Blindness
• CHARGE Syndrome
• Intellectual Disability
• Down Syndrome
• Multiple Disabilities
• Orthopedic Impairment
• Cerebral Palsy
• Other Health Impairment 
• Traumatic Brain Injury 
• Visual Impairment 

AS EDUCATORS AND CAREGIVERS, HOW DO WE SUPPORT LOW-INCIDENCE DISABILITIES? 

As parents and educators, it is our duty to help equip our children with skills, attitudes, and opportunities to take charge of their own future. 

The book Teaching Students with Severe Disabilities by David Westling, Erik Carter, M Da Fonte, and Jennifer Kurth brings forth important philosophies and practices educators can use to help support Low-Incidence disabilities. Some examples are: 

• Inclusion & Functional Instruction:
• Individuals should attend regular, age-appropriate schools and be able to have access to general education classrooms if possible. 
• We should be encouraging friendships and relationships with all students, with and without disabilities.
• Self-Determination: 
• Individuals should have the ability and opportunities to steer their lives in the direction that makes them have a satisfying life. 
• Supported Decision-Making: 
• Trusted individuals who step forward to advocate and help make informed decisions. 

Implementing these takes care, consistency and diligence. The term, "It takes a village", is no joke. Tune in next week as we discuss these collaborative partnerships with school personnel and families.