SPECIAL EDUCATION PORTFOLIO
(AUTISM SPECTRUM DISORDERS & HIGH INCIDENCE DISABILITIES)
EDUCATIONAL ADMINISTRATION PORTFOLIO
EDUCATIONAL ADMINISTRATION, SPECIAL EDUCATION, HIGH INCIDENCE DISABILITIES, AUTISM SPECTRUM DISORDERS, EMOTIONAL BEHAVIORAL DISORDERS, INTELLECTUAL DISABILITIES, RESOURCE SUPPORT & CURRICULUM DEVELOPMENT, BEHAVIOR INTERVENTION, GENERAL EDUCATION, AVIAN-ASSISTED INTERVENTION, APPLIED BEHAVIOR ANALYSIS, PROGRAM EVALUATION, EVIDENCE-BASED PRACTICES, ANIMAL ASSISTED THERAPY & INTERVENTION
SPED 860 Reflection
Michael Friedmann
SPED 898
Dr. Sean Smith
Reflection Artifact SPED 860
Self-Management Strategies for Bobby
Project Name
The artifact created for SPED 860 is titled "Self-Management Strategies for Bobby Gibson." This project focused specifically on designing a comprehensive, evidence-based self-management system tailored to meet the unique academic and behavioral needs of Bobby Gibson, a middle school student diagnosed with Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), and Oppositional Defiant Disorder (ODD).
Artifact's Purpose
The primary purpose of this artifact was to develop an effective and individualized self-management intervention for Bobby, explicitly targeting behaviors identified through his Functional Behavioral Assessment (FBA). This intervention aimed to help Bobby gain independence in recognizing, communicating, and managing his behavioral needs within an academic setting, particularly in subjects identified as challenging (math and science). The ultimate goal was to foster Bobby’s ability to self-regulate and to independently apply self-management strategies, thereby enhancing his educational outcomes and overall classroom experience.
Addressing Assignment Requirements
The assignment was thoroughly addressed by selecting Bobby, identifying his specific behavioral needs, and developing a clear, operationally defined target behavior centered around self-management and task avoidance. An appropriate self-management strategy, incorporating visual supports (red and green cards) and reinforcement systems (behavior charts and desired activities), was clearly articulated and justified through empirical evidence and theory from course materials. The data collection system involved both student and educator participation, utilizing daily monitoring to assess effectiveness. Despite successfully fulfilling all assignment criteria, earning a perfect score (100%) without any point deductions, I acknowledge my oversight regarding APA formatting, specifically the omission of page numbers, which I intend to be mindful of in future academic writing.
Decision Not to Revise
Given the assignment's flawless grading and notably positive feedback from Dr. Griswold—who remarked the paper was “Excellent in all regards!”—I elected not to revise the artifact further. The minor APA oversight regarding page numbering, although recognized, did not necessitate revision given the overall exceptional evaluation.
Reflection on Learning and Professional Development
Through this artifact, I deepened my understanding of the importance and effectiveness of self-management interventions for students with significant behavioral and academic needs. Designing Bobby's self-management strategy provided valuable insights into aligning evidence-based practices with specific student profiles, further enhancing my skills in creating supportive, individualized educational environments. This experience reinforced my belief in fostering student independence and self-determination, significantly contributing to my ongoing development as a dedicated and responsive special educator.
SPED 860 REFLECTION 1
SPED 860 WRITTEN PAPER
RUBRIC
Michael Friedmann
SPED 898
Dr. Sean Smith
Reflection Artifact SPED 860
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Professional Portfolio and ASD Methods Webpages
Project Name
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The artifact developed for SPED 860 is titled "Professional Portfolio and ASD Methods Webpage." This comprehensive portfolio consists of a professional homepage and multiple webpages detailing evidence-based practices (EBPs), instructional methodologies, and key concepts related to Autism Spectrum Disorder (ASD) instruction.
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Artifact's Purpose
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The primary purpose of this artifact was to create an informative, engaging, and professionally relevant digital resource that could effectively communicate essential ASD-related strategies and methodologies to an audience including educators, administrators, families, and other stakeholders. This portfolio aimed to present key concepts and recommended EBPs clearly and succinctly, facilitating deeper understanding and practical application within educational settings.
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Addressing Assignment Requirements
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I addressed the assignment comprehensively by clearly structuring the professional homepage to highlight my educational background, professional experience, and motivation for undertaking the SPED 860 course. The ASD Methods webpage explicitly detailed major course concepts, such as EBPs versus fads and pseudoscience, recommended practices for both academic and behavioral skills, and integrated multimedia content and resource links. Although the artifact earned a grade of 96%, minor deductions were received due to small oversights, such as formatting or minor content organization. Overall, the artifact thoroughly fulfilled the assignment criteria, evidenced by clear sections and detailed explanations of key terms and practices like Discrete Trial Training (DTT), Video Modeling, Structured Teaching, and Response Interruption and Redirection (RIR).
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Decision Not to Revise
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Given the high quality reflected in the final grade of 96% and the strongly positive feedback from Dr. Griswold, who described the portfolio as "Excellent!", I opted not to revise the artifact. The minor deductions did not significantly affect the overall quality or utility of the portfolio as a professional and instructional resource.
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Reflection on Learning and Professional Development
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Through the completion of this portfolio, I significantly enhanced my knowledge of evidence-based strategies specific to students with ASD. The experience of synthesizing course content into an accessible online format deepened my understanding of instructional methodologies and the importance of clearly communicating complex information to varied audiences. This project reinforced my skills in selecting and effectively presenting EBPs, enabling me to better support students, colleagues, and families. The knowledge and skills acquired through this assignment will undoubtedly contribute to my ongoing professional development as a special educator committed to implementing high-quality, research-backed instructional practices.