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English/Language Arts Instruction for Middle/High School Learners with Moderate-to-Severe DisabilitiesMims, Pamela J. 07 October 2015 (has links)
This course is part of the Nancy McKinley Lecture Series, Aligning Literacy Instruction to Standards for Students with Moderate-to-Severe Disabilities (Including Autism), and is presented in partnership with University of Wisconsin-Eau Claire. This course will provide attendees with best practices to teach grade aligned middle and high school English/Language Arts (ELA) content. The best practices highlighted have been derived from rigorous studies conducted with a wide range of students with moderate to severe intellectual disabilities and autism.
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Training Teachers in Data-Based Decision MakingFraser, D., Marder, T., Mims, Pamela J., Jimenez, Bree 01 November 2015 (has links)
No description available.
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Examination of the Evidence Base for Using Visual Activity Schedules With Students With Intellectual DisabilitySpriggs, Amy D., Mims, Pamela J., van Dijk, Wilhelmina, Knight, Victoria F. 18 July 2016 (has links)
We conducted a comprehensive review of the literature to establish the evidence base for using visual activity schedules (VAS) with individuals with intellectual disability. Literature published after 2005 was evaluated for quality using the criteria developed by Horner et al.; a total of 14 studies were included as acceptable. Findings suggest that VAS is an evidence-based practice for teaching a variety of daily living, navigation, vocational, recreation, and academic skills to adolescents and adults with intellectual disability. Results also show increases in independence and on-task behaviors. We conclude the article by discussing limitations and recommendations for future research.
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Teaching Comprehension through Grade Aligned Adapted High School Novel via an iPadMims, Pamela J. 01 December 2016 (has links)
The purpose of the presentation is to summarize and describe the results from a single case design study that measures the effects of an iPad application containing a grade aligned adapted high school novel on the listening comprehension of high school students with significant disabilities. Results of the study indicated a functional relation between the use of the application and gains in vocabulary, comprehension, and engagement. This session will also highlight the use of technology to promote grade aligned standard instruction in the context of use within the inclusive classroom. . a) effectively use an iPad application featuring adapted grade level aligned fictional text to promote listening comprehension for students in the high school setting b) discuss ways to implement grade-aligned access to ELA skills for students with significant disabilities in inclusive settings
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Accessing Grade Aligned Language Arts: Researching an Ipad AppMims, Pamela J. 04 December 2014 (has links)
This presentation will inform participants on a study targeting teaching Middle School ELA skills via an App to students with significant disabilities. Based on results of an IES SBIR grant funded single subject study, participants will learn about apps to make accessing the general curriculum motivating and easy to use while promoting best practices and future directions for inclusive practices. At the end of this session participants will be able to: Identify evidence based practices built within an English/ Language Arts app to for students with significant disabilities (e.g., story based lessons, constant time delay, system of least prompts). Gain knowledge on creation and research behind the app. Identify strategies to teach grade aligned Common Core standards in English/ Language Arts, such as adapting grade appropriate texts, and embedding target vocabulary, target comprehension across Blooms Taxonomy. Gain knowledge about future directions for expansion of the app to cover more English/ Language Arts standards. Identify resources for meaningful access to the general curriculum using a variety of text depicting diverse populations for individuals with significant disabilities, including autism.
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Teaching Middle School Aligned ELA Skills to Students with Significant Intellectual DisabilitiesMims, Pamela J., Lee, Ann, Browder, D. 01 January 2012 (has links)
No description available.
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Using Data to Guide Instruction: Training Teachers of Students with Significant DisabilitiesMims, Pamela J., Jimenez, Bree 01 January 2012 (has links)
No description available.
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How to Implement Visual Activity Schedules for Students with DisabilitiesSpriggs, Amy D., van Dijk, Wilhelmina, Mims, Pamela J. 01 December 2015 (has links)
Based on recent literature reviews on the use of Visual Activity Schedules (VAS) for students with intellectual disability and autism, the strategy has been deemed an evidence based practice. Using the literature highlighted in the recent reviews, this article provides an overview of VAS and common skills VAS has been used to teach. Additionally, the authors provide guidelines on schedules variations, creating schedules, and implementing the schedules. Finally, several examples of VAS are included.
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Technology-based Intervention for Promoting Grade Aligned ELA Instruction for Students with Significant DisabilitiesMims, Pamela J., Young, P., DeMarco, J. 10 March 2017 (has links)
Students with moderate/severe intellectual disabilities/autism have been underexposed to grade aligned ELA content. This session highlights research to guide participants practice in implementing meaningful grade aligned ELA content such as opinion writing, comprehension of fiction and nonfiction text, and student led research via technology for students with low incidence disabilities.
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ELA Instruction for Students with Significant Disabilities: Fictional Novels Taught Through an iPad AppMims, Pamela J., Stanger, Carol 23 January 2015 (has links)
This presentation will inform participants on three studies targeting teaching Middle School ELA skills via an App to students with significant disabilities. Based on results of 3 single case studies, participants will learn about supports to make accessing the general curriculum motivating and easy to use while promoting best practices. Learner Outcomes: • This presentation will provide an interactive session on the use of the iPad app for use in grade aligned ELA instruction for students with significant disabilities from diverse backgrounds; • Participants will learn about the results will learn about the results of 3 single case studies conducted on the app (1 using nonfiction text and 2 using fictional text depicting characters from diverse backgrounds) with students with significant intellectual disabilities/autism; and • Participants will gain information about the scripted lesson that promotes best practices in teaching ELA.
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