Entry 3: Doing my Best

Entry 3: Doing my Best

Introspection: I'm NOT okay, and it's okay.
(This section is unrelated to my research findings or the project. It deals with how I'm dealing with current climate(?). Feel free to skip it.)

I think it's impossible to separate myself from the work right now. The topic is one that I hold near and dear, and so I would be emotionally involved anyhow. Right now, my personal situation is further influencing my work.

I am two and a half weeks away from my due date. I had planned to complete this assignment before now, but I haven't even been able to complete the research to my standard.  I haven't actually turned on my computer since the last time I posted an entry.

How am I supposed to shut off the nagging voice in my mind and focus on the task at hand?

I have been doing yoga since Monday and going for walks. It's a nice change since I was sick last week and couldn't muster up the energy to do much. [Good news: my cold has cleared and the beginning of bronchitis was crushed with a previous prescription for pumps.]

To boot, my great aunt is in the hospital, alone, awaiting a pacemaker because they're not willing to risk open heart surgery right now. And my great uncle died of a stroke in  his sleep two days ago. So, it's been a rough go the last two weeks. I've considered taking advantage of the extension on the Withdrawl date at Bishop's. Do I have it in me to pull up my boot straps through all this muck?

Luckily, my husband's company has made an exception for him. He is able to work from home despite being considered an essential worker. This has freed up some of my brain capacity, which is why I am here now. Before getting the news last night, I spent most days worried about the "what ifs." What if he gets it? What if he brings it home? What if he can't be there for the birth because he's presenting symptoms? What if my in-laws don't understand that I don't want anyone handling my baby for the first few weeks? months? of his life? What if ...?

So today, I'm able to put my nagging thoughts aside because I have one fewer what if.

Project-Related Ramblings Begin Here:

My Project Research: What I'm Finding / Take Aways

I do have a self-serving motive to study this topic of interest. I am and have been a social integration teacher for adults with IDD for three years. It has become a passion of mine. Exploring pedagogical methods that may improve my teaching and their learning environment is of the utmost importance to me. 

Bellow you will find my key notes on the articles I have been reading. Today, I've been digging into the TEACCH program. 

"The TEACCH Program in the Era of Evidence-Based Practice"by: Gary B. Mesibov and Victoria Shea

The Treatment & Education of Autistic and Communication Related Handicapped Children (TEACCH) program uses an approach called "Structured Teaching, " which employs the following mechanisms:
"(a) structuring the environment and activities in ways that are understandable to the individual; (b) using individuals' relative strengths in visual skills and interest in visual details to supplement relatively weaker skills; (c) using individuals' special interests to engage them in learning; and (d) supporting self-initiated use of meaningful communication" (Mesibov & Shea, 2010, p. 571). 

Four kinds of structures recommended by TEACCH:

1. Organize the physical structure: 

2. Organize and communicate sequence of events

3. Organize individual tasks using visual means

4. Link tasks into sequence of activities called work/activity system

(Mesibov & Shea, 2010, p. 573)

Quick Reflection:

The information presented in this article is based on the impact of the Structured Teaching method, which is foundational to the TEACCH program on children. "The field does not yet have good tests and norms with which to measure a wider variety of outcomes variables for adults with autism" (p. 576). I appreciate that this shortcoming was stated in the article. Frequently, I find myself struggling to find information directly related to adult programs, but seldomly do I find the shortcoming addressed in peer-reviewed articles. 

What caught my attention regarding this approach is that there is no mention of a reward system. The strategies revolve around the structuring of the learning experience. It provides tools to help the student develop his/her independence in the completion of tasks.

Now onto an article that does focus on adults! 

"An Evaluation of the TEACCH Approach for Teaching Functional Skills to Adults with Autism Spectrum Disorders and Intellectual Disabilities"by: Andrew M.H. Siu, Zuie Lin, Joanna Chung

When I read the purpose of the TEACCH program in this article, my eye lit up. This is exactly what our social integration services programs attempt to do. "The purpose of the TEACCH program is to develop the strengths, skills, interests, and needs of persons with ASD, in order to prepare them for maximal independence." (Siu et al., 2019, p. 15).

The study used the TEACCH Transition Assessment Profile (TTAP) to assess the strengths and limitations of the participants. [Note to self: perhaps this could be a tool that I can integrate in my practice.] They also used the Goal Attainment Scaling (GAS) in order to evaluate the outcomes of the experiment. [Note to self: this could also be an interesting tool to further explore.]

This experimental study found greater improvements in the GAS results of participants in the group who participated in a TEACCH program.  This shows that the TEACCH program could be a valuable complimentary tool to our current social integration program in "functional training in adults with ASD and mild to moderate intellectual disabilities" (p. 20). It is a good reminder that the "full implementation of FAS would require intensive staff training and continuous supervision" (p. 20).

Quick Reflection

First and foremost, it's refreshing to read an article about teaching methods targeted at adult learners who live with intellectual and/or developmental disabilities. Also, having a study carried out on a method allows me, as an educator and student, to better determine whether an approach is appropriate for my own classroom. 

Next steps:

My research is far from done. My questions are still very broad, although I feel like my focus will likely be more focused on teaching methods than on student motivation. I have yet to find article directly discussing the motivation of adults with IDD and their learning. 

To be continued...

Resources*

Siu, A. M. H., Lin, Z., & Chung, J. (2019). An evaluation of the TEACCH approach for teaching functional skills to adults with autism spectrum disorders and intellectual disabilities. Research in Developmental Disabilities, 90 (2019), 14-21. https://doi.org/10.1016/j.ridd.2019.04.006

Mesibov, G. B., & Shea, V. (2010). The TEACCH program in the era of evidence-based practice. Journal of Autism and Developmental Disorders, 40(5), 570-579. https://doi.10.1007/s10803-009-0901-6