IEP Toolkit Learning and Behavior Improving Outcomes for

IEP Toolkit, Learning, and Behavior: Improving Outcomes for Students with Down Syndrome Gretchen Carroll, M. A. Education Coordinator Jane and Richard Thomas Center for Down Syndrome Cincinnati Children’s Hospital Medical Center

Developmental Profile of Individuals with Down Syndrome: Strengths • • • Strong social interaction skills Empathy for others Outgoing and well-liked Visual processing Visual memory Stronger receptive language than expressive language

Capitalizing on the Strengths • Learning from looking • Maximize visual input and tactile learning opportunities • Use social pairings and peer engagement • Give a helping role

Developmental Profile of Individuals with Down Syndrome: Weaknesses • • • Working memory Expressive language Fine motor coordination Reading comprehension Mathematics

Minimizing the Weaknesses • Reduce “learning from listening” • Pair auditory information with visual cues • Offer communication choices: pointing, selecting, repeating • Model, Do, Praise, Review

General Accommodation & Modification Strategies • • • Change Change the the the delivery of information output required by the learner pace of delivery amount of content itself

IEP Toolkit: Empowerment in the IEP Process

Why Behavior Matters § § Behavior affects learning placement social relationships independence

Understanding Problematic Behavior § Every behavior is a form of communication § What is the behavior saying? üI don’t understand/This is hard for me üI want to do something else üI want you to pay attention to me üI am tired/physically uncomfortable üI have a sensory need I need to fill

Potential Behavioral Challenges • • Difficulty with transitions Poor compliance “Stubbornness” Attention Physical behaviors Noises, inappropriate language Flight

Preventing Problematic Behavior • Picture Schedules • Positive, Visual Behavior Plans – Behavior charts based on portions of day – Behavior charts based on task completion • Written Social Stories • Video Social Stories

Replacing Problematic Behavior • • Providing objects for manipulation a safe way to express anger/frustration objects to occupy the mouth timed opportunities in sensory setting

Responding to Problematic Behavior • Diversion and distraction • Offer choice to return to appropriate behavior • Short, specific consequence with focus on desired activity • Encourage peers to share their feelings • Ignore attention seeking behavior (when possible) • Directly model and teach desired behaviors