Introduction
Behavioral disorders occur in diverse settings and among different individuals. They interfere with social relationships and academic growth. Moreover, behavioral disorders among students in a school setting entails a unique learning need that requires strategic interventions just as any other learning need on students.
Failure to apply interventional teaching programs may result into a continuous poor performance among students. This condition can further frustrate the students leading to uncontrollable and unpredictable behaviors. To overcome this problem in a learning institution, it is important to incorporate an adaptive or assistive technology into the teaching and learning process (Hughes, 2010, para. 1-3).
Adaptive technologies for students with behavioral disorders refer to software packages and equipments that allow students with special needs to meet the expected standards and complete their tasks as requested by their teachers. Adaption refers to the ability of an individual to adjust from one condition to another. Technology on the other hand refers to the use of scientific applications to attain certain goals (Parret, Crowley & Wojcik, 2007, p. 3-10).
Therefore, students facing behavioral disorders are eligible to use assistive technologies in order to control their classroom behaviors (Behramn, 1998). This includes students suffering from ADHD, emotional disabilities and autism, which can lead to various behavioral problems.
Moreover, studies indicate that students with such disorders lack the ability to manage various tasks in the classroom and therefore there is the need to provide them with devices which enable them to carry out such tasks (Hughes, 2010, para. 1-4).
These devices include software packages connected to pagers, which have the ability to vibrate or send text messages as a reminder to students concerning particular tasks that they are supposed to do. In addition, other adaptive technologies such as electronic organizers, headphones, palm pilots, and screens which prevent visual distractions for an integral part in the management of behaviors in the classroom (Keller, 2007, para. 1-2).
Moreover, in order to achieve positive results from these technologies, there is the need to thoroughly train both the students and teachers on the effective ways of using them. Development of an effective training program for teachers will give them ample time to learn new techniques about the technologies in order to avoid the frustration involved in introducing new and complicated devices to both teachers and students (Hughes, 2010, para. 1-4).
Project Objectives
This project aims at providing an on-line course for 20 teachers involved in teaching students with behavioral disorders. This course entails teachers undergoing intensive training and acquaintance with the latest assistive devices for students with behavioral disorders.
The devices identified as the possible starting point include computer software, which enable students to learn how to read and write; palm pilots; electronic organizers; and pagers (Sawka et al., 2002). The course will be divided into two sessions, which will be taken during the morning and evening hours with each session running for two hours. This includes theory and practical classes in order to allow the teachers to acquaint themselves with the devices, which they will then use in class to manage the behaviors of their students.
During the classroom session, the teachers will allow a supervisor to evaluate the effectiveness of using the devices and the level of compliance with the practical and theoretical knowledge on the part of teachers. After the successful completion of the first phase of the course, the teachers will be trained on how they will customize various computer software relative to various subjects taught at their respective schools.
Thereafter, the project will be expanded to cover a wider geographical area and train 150 additional teachers for students with behavioral disorders across the United States. Before expanding the project, the graduates of the first round will be evaluated and assessed by allowing them to take assessment tests before being graded as being highly qualified in using adaptive technologies during the teaching process. This will also entail comparing these graduates with a control group comprising of untrained teachers.
Therefore, this project is intended to:
- Improve the way in which students with behavioral disorders are managed in the classroom.
- Reduce the frustration that teachers and students undergo when they encounter new adaptive technologies meant to enhance teaching.
- Increase the performance of students with behavioral disorders by managing their classroom behaviors.
- Maximize the use of the latest technology by teachers in managing the classroom behaviors of their students.
The impact
The teachers who would have successfully completed this course stand a better chance of applying the theoretical and practical knowledge obtained in teaching the students with behavioral disorders such as Autism, emotional disabilities, and ADHD. The ultimate advantage of the on-line course offered is that, it is flexible and will allow the teachers to continue with their daily teaching programs while spending the least of their time to study.
Furthermore, expansion of the project will be much easier because the on-line course can be offered over a wide geographical area. Moreover, studies indicate that most teachers find it hard to manage students with behavioral disorders because they are easily distracted and that their concentration is low (Sawka et al., 2002). Therefore, this course is the most appropriate for these teachers because it is focused on ways of improving the student’s concentration and preventing external distractions through the use of adaptive technologies.
Links to Professional Goals
Through this project, the importance of teacher preparedness is demonstrated. Moreover, the need for continuous education and acquaintance with the latest technologies and software is imperative in enhancing effective behavioral management for students with behavioral disorders (Hasselbring & Glaser, 2000).
Proposed Budget (p.a)
Evaluation
The evaluation process will involve two or more supervisors who will be monitoring the conduct of teachers and their students during the classroom sessions relative to the effectiveness of the technologies and the level of compliance with the learnt skills on the part of teachers. This qualitative data will enable the researchers to discover points of weakness, which may require improvement or additional training.
Furthermore, the teachers will be allowed to take final tests, which will be used in grading them as highly qualified besides comparing their competencies with those of untrained teachers. This will show a clear picture of the impact of the course offered in behavioral management for students with behavioral disorders.
Conclusion
Given that the capacity of learning differs among different individuals, adaptive technology will be used to level the consequences of having different learning styles and behaviors. To move from the existing interdependency of most schools and teachers in this country, there is need to adapt a modular system that utilizes computer applications and other assistive technologies aimed at enhancing the learning processes for students with behavioral disorders.
The incorporation of adaptive technology into the school’s curricular is a powerful and very efficient tool for teachers who deal with students with special needs like behavioral disorders. These tools will facilitate effective delivery of education and equitable learning environments.
Reference List
Behramn, M. (1998). Assistive technology for young children in special education, it makes a difference. Web.
Hasselbring, T. & Glaser, C. (2000). Use of computer technology to help students with special needs. Children and computer technology, 10 (2): 101-114.
Hughes, M., (2010). Assistive technology for behavior. Web.
Keller, E. (2007). Strategies for teaching students with behavioral disorders. Web.
Parret, H., Crowley, E. & Wojcik, B. (2007). Reducing overload in students with learning and behavioral disorders: The role of adaptive technology. Teaching exceptional children plus, 4 (1): 3-9.
Sawka, K.D., Mccurdy, B.L. & Mannella, M.C. (2002). Strengthening emotional support services: An empirically based model for training teachers of students with behavior disorders. Journal of Emotional and behavioral Disorders, 10 (4): 223-232.