DOMAIN 2
In reflection of domain 2 and my personal strengths and areas of growth, I have identified areas in which were particular strengths and areas in which I would like to grow knowledge and gain perspective in. The areas of communication and learning adaptive skills for language, behavior, and life skills are particular areas of strength. Within my classroom these are areas that are highly implemented and represent several different evidence-based practices that are utilized daily. As an educator I find it easier within my own classroom to come up with strategies and interventions that can best support my neurodiverse population of students. An area in which I would like to grow as an instructional guide for my students is in career and vocational transitions. My current setting is at a middle school, and though we focus on life skills that can be built upon to helps with vocation and career readiness, I have not had as much desired experience in training, and teaching adaptive and transitional supports that would be appropriate to an older student readying for transition into the workforce.
The primary focus of domain 2 is instructional pedagogy. Instructional pedagogy is defined as the methodology and practice of teaching. In this case the pedagogy relates to learners with special needs, who are neurodiverse, and have ASD. The competencies 2.1-2.12 reflect on and demonstrate how I have created meaningful learning environments for all learners with ASD. These environments include vocational as well as classroom based. They include social skill methodology and approaches to help individuals learn to navigate the world around them.
2.1 Effect of evidence-based career & vocational transition
The artifact that was used to document domain competency 2.1 was an online assessment done through AIM. The subject matter of the assessment was over customized employment for people with ASD. The AIM module taught core knowledge and concepts on ways in which people with ASD can have gainful employment and can utilize their skill sets to find employment that can best suit their abilities.
2.2 Benefits of low- through high-technology supports
The artifact that was used to document domain competency 2.2 was an AFIRM module completion certificate over technology-aided instruction and intervention. The AFIRM module was a training to understand the various types of supports that are evidence-based and available for use in teaching various cognitive, behavioral, and other concepts to people with ASD.
2.3 Evaluating effectiveness of interventions & strategies
The artifact that was used to document domain competency 2.3 was an online assessment done through AIM. The subject matter of the assessment was over the comprehensive program planning for individuals with ASD module. The module gave a thorough overview on curriculum planning and implementation of evidence-based practices for use in the classroom setting. The module discussed assessment of the individual to ensure that all of the neesds of the individual were being met.
2.4 Provide strategies to avoid & repair miscommunications
The artifact that was used to document domain competency 2.4 was an AFIRM module completion certificate over functional communication training. This training over functional communication training avoids or repairs miscommunication by teaching the individual an alternative response to a disruptive or negative behavior and avoids aspects of miscommunication by replacing negative behavior with appropriate responses to asks, mands, transitions, or other aspects of their environment.
2.5 Instruction for independent life skills & adaptive behavior
The artifact that was used to document domain competency 2.5 was an online assessment done through AIM. The subject matter of the assessment was over structured works systems and activity organization. The purpose of a structured works system is for an individual to gain independence and the knowledge and skills on how to perform in a specific work environment. The tasks required in the work environment should be ordered in a way that best reflects the individual's abilities.
2.6 Specialized instruction to enhance social participation
The artifact that was used to document domain competency 2.6 was an online training program done through RELIAS. The subject matter of the online training was teaching expressive language. Many students with ASD struggle to convey their needs and wants as well as to convey their own feelings and emotions. These are vital aspects to participation in social activities and to interact appropriately in society. Teaching expressive language enhances the ability of an individual with ASD to interact and participate in social settings.
2.7 Systematic instruction based on learner, interests, & assessment
The artifact that was used to document domain competency 2.7 was an AFIRM module completion certificate over reinforcement. This training over reinforcement focused on positive reinforcement, which encourages a desired behavior through encouragement, recognition, and reward. It also discussed negative reinforcement, which would be the taking away of something present in order to obtain the desired response. Both of these evidence-based practices rely on knowledge of the learners interests along with an assessment to see how best to accomplish a desired response.
2.8 Instruction promotes effective communication skills
The artifact that was used to document domain competency 2.8 was an AFIRM module completion certificate over PECS. This training over PECS provided detailed information over what a visual support like PECS is and why it is effective as a communication tool. PECS encourage an individual to communicate with the people around them. It helps the individual gain needs and wants and can be a way in which parents and teachers can interact with a non-verbal learner with ASD.
2.9 Specialized instruction for spoken language, reading, & writing
The artifact that was used to document domain competency 2.9 was an AFIRM module completion certificate over social narratives. This training over social narratives provided information in regards to how to best implement, create, and generalize a skill. Social narratives can be created by both the instructor or in collaboration with the instructor and the learner to act out social scenarios that they may encounter in society. This would include writing, reading, and acting out a situation through spoken language.
2.10 Structure the physical environment for optimal learning
The artifact that was used to document domain competency 2.10 was an AFIRM module completion certificate over structured play groups. This training over structured play groups focused on the setting in which the groups would meet and interact. In many cases the setting or arrangement of the physical environment was important to the purposeful play that was developed and structured to meet the needs of the individual groups of learners with ASD.
2.11 Instruction in self-regulation
The artifact that was used to document domain competency 2.11 was an online assessment done through AIM. The subject matter of the assessment was over rules and routines for learners with ASD. Individuals with ASD tend to navigate their surroundings and self-regulate when they follows a procedure or routine in order to navigate their day. Lack of structure and routine can lead to anxiety and express itself in challenging behaviors. By teaching a learner with ASD basic rules and routines to follow you are helping the individual learn to self-regulate and be more independent.
2.12 Utilize student strengths to reinforce & maintain social skills
The artifact that was used to document domain competency 2.12 was an online assessment done through AIM. The subject matter of the assessment was over using social skills group interventions to better reinforce norms, appropriate interaction and social engagement, and to strengthen social skills in an individual in order to make them more independent and engaged with their peers.
