Case 1
(i) the intervention - Social stories and visual supports
“A Social Story is a short, simple story written from the perspective of the child that delivers instruction on appropriate social behavior” (Fisher & Haufe, 2009 as cited in Crozier & Tincani, 2005). "They focus on describing and explaining the cues in that situation as well as teaching appropriate responses" (Fisher & Haufe, 2009 as cited in Scattone, Tingstrom & Wilczynski, 2006). "Social Stories are effective in increasing pro-social behaviors such as initiating social activity and increasing flexibility during social activities" (Fisher & Theresa, 2009 as cited in Feinberg, 2001). “A visually cued instruction involves the use of pictographic and written language as instructional supports in both structured and natural learning contexts” (Fisher & Haufe, 2009 as cited in Quill, 1995). Visual supports help children who have difficulty in reading nonverbal cues to reduce stress and anxiety as well as help them understand what they are expected to do.
The purpose of this action research project was to improve the social skills of
eight preschool students through the use of Social Stories to create a more positive learning environment. It was conducted with children who had speech and language delays and had problems with turn-taking and sharing materials and toys with their peers. Two social stories were created to teach turn-taking and sharing and visual supports were introduced and taught how it can be utilized.
(ii) its effectiveness (as reported in the journal article)
In the research, the Parent Social Skills Rating Scale and the Teacher Social Skills Rating Scale
was used to determine the problem behviours.
The Sharing Checklist and the Turn-Taking Checklist was used "at the end of each week to document the students ability to demonstrate the targeted social skill, and also how much
prompting and support was needed during teacher directed peer group activities" (Fisher & Haufe, 2009).
Journal Reflection Template for Sharing and Turn-Taking was used "to document progress
and monitor the students’ ability to take turns and share toys and materials with their
peers during a structured teaching time" (Fisher & Haufe, 2009)
At the end of the research, the teachers sent the Parent Social Skills Rating Scale back to the parents to complete. The Teacher Social Skills Rating Scale was also completed by the teachers.
The research findings found that the use of social stories and visual supports proved to be effective in teaching the children turn-taking and sharing of materials and toys with their peers. They were able to ask for what they wanted as well as to say what they wanted instead of acting on impulse through action.
(iii) your personal evaluation how the child will benefit from this intervention
I strongly believe that Annie would benefit from the use of social stories and visual supports as she would be able to see the appropriate behaviour modeled in the story and the visual cues would help her understand what she is expected to do.
Having the know-how to express herself through words instead of actions would prevent her from biting her friends when she gets excited or angry. Her classmates would not feel so afraid of her and therefore be more likely to befriend her without fear of getting hurt. This would in turn increase her self-esteem about her facial deformity. She would feel more accepted without having to worry about looking different from her classmates. Her feelings of shyness would also disappear when she has more interactions with her classmates.
Social stories will also gradually further help her in expressing her thoughts or feelings when her classmates tease or make fun of her. She would be able to verbalize her feelings and tell them that it hurts when they make fun of her or that she feels sad when they tease her because of facial deformity.
(iv) your suggestions how you can make adjustments to cater to the needs of the
child and to facilitate integration of the child / the intervention activity into
your classroom.
Social stories need to designed with the purpose of helping the individual with the problem behaviour. In Annie's case, perhaps the social story needs to be on how to display her emotions through verbalization due to her biting incidences in class. For example, how to react to excitement, anger and sadness. Also providing visual cues would help her to react to nonverbal cues. She can also use them in the beginning to show her teachers and classmates her feelings when she is unable to verbalize her feelings.
Teachers are a major influence in children's lives and therefore I should be more aware that Annie is learning from me hence I should model the specific behaviours that I want her to learn. Giving her encouragement and praise would encourage her to continue trying and learning as well as boost her self-confidence and self-esteem. Informing her classmates of her difficulty in speech would help them to be more aware of why she looks and speaks differently. They would understand and therefore be more careful in the things that they say. Assigning a buddy to her would allow her to interact with someone on a daily basis and also help her to practice speaking.
Reference:
Fisher, K., & Haufe, T. (2009, May 1). Developing Social Skills in Children Who Have Disabilities through the Use of Social Stories and Visual Supports. (ERIC Document Reproduction Service No. ED504818) Retrieved September 6, 2009, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/43/dc/73.pdf
Sunday, September 6, 2009
Saturday, September 5, 2009
Belinda Charlene Surya (Group A)
Case 1
i) The intervention- Cooperative Work groups.
Brinton, Fujiki, Montague & Hanton (2000) defined cooperative learning as “a variety of teaching methods in which students work in small groups to help one another learn academic content.” (as cited in Slavin, 1995, p. 2). Brinton et al. also noted that cooperative learning strategies provide positive learning experiences for students with language problems as they encourage grouping diverse students together (as cited in Putnam, 1998). They also noted that students who work in cooperative groups tend to be better accepted by their peers (as cited in Slavin, 1995). Studies have shown that cooperative learning methods contributed in enhancing student motivation, self-esteem, cognitive development and academic achievements. (Brinton et al., 2000, as reviewed in Johnson and Johnson, 1994; Slavin, 1995).
The cooperative groups in the research were structured such that they have a group goal, individual accountability and equal opportunity for all participants. The participants of the research involved children with language impairment as well as typically developing children. The child with language impairment would interact with two different partners for different tasks. In groups of three, the child with language impairment always seated in between the two partners. The tasks assigned were those commonly done in school and highly visual with few language demands.
ii) Its effectiveness
In the research, a Teacher Behavioral Rating Scale was used to assess the social behavior of typically developing children. Annie fell under 4 dimensions; withdrawn behavior for displaying reticence when interacting with others, anxious/distractible behavior for her speech difficulty, hostile/aggressive behavior for her aggressive/reactive behavior of biting her friends and overt victimization as she was made fun of by her peers for her facial deformities.
I identified two children whom I felt were the most similar to Annie’s situation in the research study. They were categorized under the high aggressive and withdrawn social behaviours. The two children presented a challenge in the group and displayed behaviours which might cause them to be rejected by their peers. However, each child was found to be able to participate in at least one group where half of their scans were rated as good. I believe that Annie’s social and behavioral problems as described are not as bad as the two children in the research.
The research findings showed that they were not always successful at structuring groups where children worked cooperatively on task. Further, their finding also confirmed that “simply placing children together in social contexts will not ensure that they will interact. (Brinton et al, 2000 as cited in Nelson, 1998, p. 170.)
iii) My personal evaluation on how Annie will benefit from this intervention
I believe that Annie’s participation in cooperative work groups would help her in acquiring the skills to handle specific social-language tasks such as entering ongoing interactions, negotiating, resolving conflicts and making joint decisions as these factors could be seen and experienced during cooperative learning tasks. Having group goal, individual accountability and equal opportunity of all participants in cooperative group will help Annie to be exposed to different social situations and self realization on her roles and function in group situations. Therefore I believe that by giving assignments which requires Annie to work in cooperative work groups with her peers in class, it would help to build up her social skills. It also creates opportunity for Annie and her friends to be able to interact and work together. As they continue to collaborate and interact, Annie and her friends can build friendships. Her friends would then be looking past her face deformities and be more sensitive to her as they form bonds.
When Annie feels accepted by her friends and have gained better social skills and realization to her social functioning in class, she would have developed better self-esteem. This is so as she would be playing various roles as she embarks on new tasks with new partners. According to Brinton et al., (2000), cooperative teaching approaches have the potential to help children with learning differences as they group children with different ability levels to work together. By collaborating in group works, Annie and her peers would also be exchanging ideas, learn to accept other’s opinions and make joint decisions. This approach also serves as an intervention in helping Annie to perform better socially as her aggressive and withdrawn behavior could lead to later social difficulties in her life.
iv) Suggestions/ adjustments to cater to the needs Annie and to facilitate integration of the intervention activity into the classroom.
The research suggested that care and monitoring in structuring the group would be helpful as Annie would face some risk in facing peer rejection. It would be better to group Annie with children who have the skills to deal assertively but not aggressively with hostile behavior. Another suggestion was to not view collaboration as a social goal for Annie. Other specific intervention focused on social-language skill can be considered to help Annie learn new ways to interact with her friends.
I would suggest that Annie is to work with two consistent partners instead of the constant rotation in the group members per assignment. This way, it would be easier for her to build and retain friendship as she would feel comfortable and less anxious as she would be working with the same partner who would know her better too. After she has developed the necessary skills and better self-esteem, she can then be exposed to different peers in the classroom. I would also develop activities which are relevant and of interest to the class.
Reference:
Brinton, B., Fujiki, M., Montague, E. & Hanton, J. (2000, July). Children with Language Impairment in Cooperative Work Groups: A Pilot Study. Language, Speech and Hearing Services in Schools, 31, 252-264. Retrieved September 5, 2009 from http://web.ebscohost.com.libwww3.np.edu.sg/ehost/pdf?vid=27&hid=104&sid=08a17cf9-f098-404a-ae4e-10175d3f5419%40sessionmgr10
i) The intervention- Cooperative Work groups.
Brinton, Fujiki, Montague & Hanton (2000) defined cooperative learning as “a variety of teaching methods in which students work in small groups to help one another learn academic content.” (as cited in Slavin, 1995, p. 2). Brinton et al. also noted that cooperative learning strategies provide positive learning experiences for students with language problems as they encourage grouping diverse students together (as cited in Putnam, 1998). They also noted that students who work in cooperative groups tend to be better accepted by their peers (as cited in Slavin, 1995). Studies have shown that cooperative learning methods contributed in enhancing student motivation, self-esteem, cognitive development and academic achievements. (Brinton et al., 2000, as reviewed in Johnson and Johnson, 1994; Slavin, 1995).
The cooperative groups in the research were structured such that they have a group goal, individual accountability and equal opportunity for all participants. The participants of the research involved children with language impairment as well as typically developing children. The child with language impairment would interact with two different partners for different tasks. In groups of three, the child with language impairment always seated in between the two partners. The tasks assigned were those commonly done in school and highly visual with few language demands.
ii) Its effectiveness
In the research, a Teacher Behavioral Rating Scale was used to assess the social behavior of typically developing children. Annie fell under 4 dimensions; withdrawn behavior for displaying reticence when interacting with others, anxious/distractible behavior for her speech difficulty, hostile/aggressive behavior for her aggressive/reactive behavior of biting her friends and overt victimization as she was made fun of by her peers for her facial deformities.
I identified two children whom I felt were the most similar to Annie’s situation in the research study. They were categorized under the high aggressive and withdrawn social behaviours. The two children presented a challenge in the group and displayed behaviours which might cause them to be rejected by their peers. However, each child was found to be able to participate in at least one group where half of their scans were rated as good. I believe that Annie’s social and behavioral problems as described are not as bad as the two children in the research.
The research findings showed that they were not always successful at structuring groups where children worked cooperatively on task. Further, their finding also confirmed that “simply placing children together in social contexts will not ensure that they will interact. (Brinton et al, 2000 as cited in Nelson, 1998, p. 170.)
iii) My personal evaluation on how Annie will benefit from this intervention
I believe that Annie’s participation in cooperative work groups would help her in acquiring the skills to handle specific social-language tasks such as entering ongoing interactions, negotiating, resolving conflicts and making joint decisions as these factors could be seen and experienced during cooperative learning tasks. Having group goal, individual accountability and equal opportunity of all participants in cooperative group will help Annie to be exposed to different social situations and self realization on her roles and function in group situations. Therefore I believe that by giving assignments which requires Annie to work in cooperative work groups with her peers in class, it would help to build up her social skills. It also creates opportunity for Annie and her friends to be able to interact and work together. As they continue to collaborate and interact, Annie and her friends can build friendships. Her friends would then be looking past her face deformities and be more sensitive to her as they form bonds.
When Annie feels accepted by her friends and have gained better social skills and realization to her social functioning in class, she would have developed better self-esteem. This is so as she would be playing various roles as she embarks on new tasks with new partners. According to Brinton et al., (2000), cooperative teaching approaches have the potential to help children with learning differences as they group children with different ability levels to work together. By collaborating in group works, Annie and her peers would also be exchanging ideas, learn to accept other’s opinions and make joint decisions. This approach also serves as an intervention in helping Annie to perform better socially as her aggressive and withdrawn behavior could lead to later social difficulties in her life.
iv) Suggestions/ adjustments to cater to the needs Annie and to facilitate integration of the intervention activity into the classroom.
The research suggested that care and monitoring in structuring the group would be helpful as Annie would face some risk in facing peer rejection. It would be better to group Annie with children who have the skills to deal assertively but not aggressively with hostile behavior. Another suggestion was to not view collaboration as a social goal for Annie. Other specific intervention focused on social-language skill can be considered to help Annie learn new ways to interact with her friends.
I would suggest that Annie is to work with two consistent partners instead of the constant rotation in the group members per assignment. This way, it would be easier for her to build and retain friendship as she would feel comfortable and less anxious as she would be working with the same partner who would know her better too. After she has developed the necessary skills and better self-esteem, she can then be exposed to different peers in the classroom. I would also develop activities which are relevant and of interest to the class.
Reference:
Brinton, B., Fujiki, M., Montague, E. & Hanton, J. (2000, July). Children with Language Impairment in Cooperative Work Groups: A Pilot Study. Language, Speech and Hearing Services in Schools, 31, 252-264. Retrieved September 5, 2009 from http://web.ebscohost.com.libwww3.np.edu.sg/ehost/pdf?vid=27&hid=104&sid=08a17cf9-f098-404a-ae4e-10175d3f5419%40sessionmgr10
Friday, September 4, 2009
Poh Jia Yi (Bee) - Group A
Case 1: Intervention to promote Annie’s social emotional development
(i) The intervention –
1. By providing opportunities for young children with problem behaviour to make decisions in their daily routines, it can work on their social competence (Jolivette, Gallagher, Morrier and Lambert, 2008).
2. Hyter (2003) observed that “communicative modeling and scaffolding by a classroom teacher and a speech and language pathologist, implemented within the ongoing natural routines and activities of the child in both the educational and home setting” (as cited in Jolivette et al., 2008, p.6).
3. Fox, Dunlap, and Cushing (2002) “identified four common elements in that contribute to the effectiveness of intervention” (as cited in Jolivette et al., 2008, p.4).
A family focus
Working relationships between family members and adults who work with their children
Positive behavior support
Child in an inclusive classroom.
(ii) Its effectiveness –
1. Choice-making with young children:
Promotes independence
Self-monitoring of appropriate behaviours can occur
Improved sense of control over the environment
Active participation in the environment
Improved performance
Increased sense of well-being
Connections between natural consequences and responsibility are made
Decrease in inappropriate behaviours
2. Communicative modeling and scaffolding:
Demonstrated increases in their language usage, decreases in problem behavior, and improvements in peer interactions
(iii) Personal evaluation how Annie will benefit from this intervention -
If the above intervention strategies were carried out as a daily routine, especially being practiced in the school setting and the home setting, I believe there will be improvement in Annie’s behavioural issues.
First, she may be encouraged to practice using other alternatives to express herself.
Second, her peers may learn to accept her as an individual and communicate with her when they see that she is able to use positive communication skills, instead of biting them.
Third, this ongoing process may eventually build up her self-esteem and balancing out her overall well-being such as accepting her differences and being more confident of herself.
(iv) Other possible suggestions -
Build a stronger communication system
Teacher, parents and speech therapist may consider having constant updates or discussion of Annie’s progress, so as to monitor her progress and maximise the effect of the intervention. Hopefully, the teacher may also seek professional help if there are any doubts for the appropriate classroom management
Appropriate Training Required
School may want to send the teachers to attend workshops to learn:
How to set up the appropriate classroom environment
Techniques to educate Annie’s peers on how to aid Annie in class
Classroom strategies such as social stories for child to relate her social behaviour, task cards to help in expressing what she wants
References
Jolivette, K., Gallagher, P., Morrier, M., & Lambert, R. (2008, June). Preventing Problem Behaviors in Young Children with Disabilities. Exceptionality, 16(2), 78-92. Retrieved September 05, 2009, doi:10.1080/09362830801981195
(i) The intervention –
1. By providing opportunities for young children with problem behaviour to make decisions in their daily routines, it can work on their social competence (Jolivette, Gallagher, Morrier and Lambert, 2008).
2. Hyter (2003) observed that “communicative modeling and scaffolding by a classroom teacher and a speech and language pathologist, implemented within the ongoing natural routines and activities of the child in both the educational and home setting” (as cited in Jolivette et al., 2008, p.6).
3. Fox, Dunlap, and Cushing (2002) “identified four common elements in that contribute to the effectiveness of intervention” (as cited in Jolivette et al., 2008, p.4).
A family focus
Working relationships between family members and adults who work with their children
Positive behavior support
Child in an inclusive classroom.
(ii) Its effectiveness –
1. Choice-making with young children:
Promotes independence
Self-monitoring of appropriate behaviours can occur
Improved sense of control over the environment
Active participation in the environment
Improved performance
Increased sense of well-being
Connections between natural consequences and responsibility are made
Decrease in inappropriate behaviours
2. Communicative modeling and scaffolding:
Demonstrated increases in their language usage, decreases in problem behavior, and improvements in peer interactions
(iii) Personal evaluation how Annie will benefit from this intervention -
If the above intervention strategies were carried out as a daily routine, especially being practiced in the school setting and the home setting, I believe there will be improvement in Annie’s behavioural issues.
First, she may be encouraged to practice using other alternatives to express herself.
Second, her peers may learn to accept her as an individual and communicate with her when they see that she is able to use positive communication skills, instead of biting them.
Third, this ongoing process may eventually build up her self-esteem and balancing out her overall well-being such as accepting her differences and being more confident of herself.
(iv) Other possible suggestions -
Build a stronger communication system
Teacher, parents and speech therapist may consider having constant updates or discussion of Annie’s progress, so as to monitor her progress and maximise the effect of the intervention. Hopefully, the teacher may also seek professional help if there are any doubts for the appropriate classroom management
Appropriate Training Required
School may want to send the teachers to attend workshops to learn:
How to set up the appropriate classroom environment
Techniques to educate Annie’s peers on how to aid Annie in class
Classroom strategies such as social stories for child to relate her social behaviour, task cards to help in expressing what she wants
References
Jolivette, K., Gallagher, P., Morrier, M., & Lambert, R. (2008, June). Preventing Problem Behaviors in Young Children with Disabilities. Exceptionality, 16(2), 78-92. Retrieved September 05, 2009, doi:10.1080/09362830801981195
Thursday, August 27, 2009
Extension Session 2
Extension Session 2
Learning Objectives:
(1) Facilitate thoughts on managing and integrating children with special needs.
(2) Be familiarised with the field of special needs in the local context (e.g. service providers, local resources)
Case Study
Ed, 4 ½ year old
Ed is a preschool boy whose aggressive behaviour has challenged his teacher and parents.
Six months ago, his teacher referred him for a diagnostic evaluation due to his disruptive and violent behaviour in school. Ed demonstrated cruelty to his peers. He pushed them down on the playground and grabbed toys or crayons from their hands. When his teacher tried to place him in the time-out chair, he struggled and kicked her forcefully. The teacher reported that Ed was increasingly difficult and unmanageable.
Parents reported their futile efforts to find solutions to their son’s outrageous behaviours. Eventually, Ed was diagnosed as having attention deficit hyperactivity disorder (ADHD). Parents also expressed interest in seeking counselling and professional help since they experience a high level of frustration.
Discussion Questions
1. What behaviour management techniques could be used with Ed?Make a list of appropriate behaviour management techniques you will adopt to address Ed’s needs.
2. Besides Ed’s abilities, how will information regarding other systems (family, classroom) improve our understanding of Ed’s behavioural difficulties?
▪ Family: family interaction, relationships between siblings
▪Classroom: classroom interaction, relationships between peers
For each system, develop 3 interview questions (with parents / teacher) to gather more information about Ed.
3. In recent years, ADHD has received much attention in the media. Find 3 examples of ADHD is portrayed in the mass media (i.e. websites / videos / news articles / etc). Analyse how mass media described this problem and its solution.
4. If you are a preschool teacher with children with special needs in your class, where can you recommend parents when they expressed interest in seeking an educational evaluation and diagnosis? Identify the local service providers that you can recommend parents whenever necessary.
5. Common cultural attitudes and beliefs may influence the actions of those involved in Ed’s life. Identify and describe of these common beliefs and attitudes that shape the behaviours of people in Ed’s life.
Learning Objectives:
(1) Facilitate thoughts on managing and integrating children with special needs.
(2) Be familiarised with the field of special needs in the local context (e.g. service providers, local resources)
Case Study
Ed, 4 ½ year old
Ed is a preschool boy whose aggressive behaviour has challenged his teacher and parents.
Six months ago, his teacher referred him for a diagnostic evaluation due to his disruptive and violent behaviour in school. Ed demonstrated cruelty to his peers. He pushed them down on the playground and grabbed toys or crayons from their hands. When his teacher tried to place him in the time-out chair, he struggled and kicked her forcefully. The teacher reported that Ed was increasingly difficult and unmanageable.
Parents reported their futile efforts to find solutions to their son’s outrageous behaviours. Eventually, Ed was diagnosed as having attention deficit hyperactivity disorder (ADHD). Parents also expressed interest in seeking counselling and professional help since they experience a high level of frustration.
Discussion Questions
1. What behaviour management techniques could be used with Ed?Make a list of appropriate behaviour management techniques you will adopt to address Ed’s needs.
2. Besides Ed’s abilities, how will information regarding other systems (family, classroom) improve our understanding of Ed’s behavioural difficulties?
▪ Family: family interaction, relationships between siblings
▪Classroom: classroom interaction, relationships between peers
For each system, develop 3 interview questions (with parents / teacher) to gather more information about Ed.
3. In recent years, ADHD has received much attention in the media. Find 3 examples of ADHD is portrayed in the mass media (i.e. websites / videos / news articles / etc). Analyse how mass media described this problem and its solution.
4. If you are a preschool teacher with children with special needs in your class, where can you recommend parents when they expressed interest in seeking an educational evaluation and diagnosis? Identify the local service providers that you can recommend parents whenever necessary.
5. Common cultural attitudes and beliefs may influence the actions of those involved in Ed’s life. Identify and describe of these common beliefs and attitudes that shape the behaviours of people in Ed’s life.
Extension Session 1
Learning Objectives
•Good background knowledge of well-established and commonly used intervention strategies
•Developing appropriate strategies to intervene and cater to child’s specific needs
Case Study – Child with ASD
•Marcus
•5 year-old boy
•Diagnosed with Autism
Self- Help Skills
•Cannot yet assist with dressing
•Requires assistance for toileting
•Very dependent on the help of his caregiver to look after himself
Coping Skills
•Difficult adjusting to novel situations (e.g. going on excursions)
•Marcus is highly anxious whenever there is a change of activities.
•Marcus tends to flap in between change of lessons.
Communication Skills
•Lack of intent to communicate
•Limited expressive language (says “this”, “that” and “car”)
•For example, he waits until it is too late. He will indicate by pointing to the toilet after he wet and soiled himself.
•For example, he will take his classmate’s food.
Social Skills
•During play time, Marcus is eager to start the game.
•During meal time, Marcus wants to be the first to get his food and drink.
Classroom Behaviors
•Throws a major tantrum all the way to school
•Throws a major tantrum when he reaches school
•Fascinated with toy cars
•Insistent on bringing his favourite toy car
•Refused to place his toy car aside for classroom activities
Intervention Strategies for Marcus
Difficulties Intervention Strategies
Self-Help Skills Task Analysis
Communication Skills Picture Exchange
Coping Skills Visual Schedule
Social Skills Social Story
Classroom Behaviors Behavioral Chart
Homework
•Have a conversation with a preschool / primary school teacher who has children with special needs in her classroom.
•Explore the prevalence of disabilities.
•Explore the day-to-day challenges faced (the child / parents / developing children, etc).
•Explore the specific strategies used.
•Good background knowledge of well-established and commonly used intervention strategies
•Developing appropriate strategies to intervene and cater to child’s specific needs
Case Study – Child with ASD
•Marcus
•5 year-old boy
•Diagnosed with Autism
Self- Help Skills
•Cannot yet assist with dressing
•Requires assistance for toileting
•Very dependent on the help of his caregiver to look after himself
Coping Skills
•Difficult adjusting to novel situations (e.g. going on excursions)
•Marcus is highly anxious whenever there is a change of activities.
•Marcus tends to flap in between change of lessons.
Communication Skills
•Lack of intent to communicate
•Limited expressive language (says “this”, “that” and “car”)
•For example, he waits until it is too late. He will indicate by pointing to the toilet after he wet and soiled himself.
•For example, he will take his classmate’s food.
Social Skills
•During play time, Marcus is eager to start the game.
•During meal time, Marcus wants to be the first to get his food and drink.
Classroom Behaviors
•Throws a major tantrum all the way to school
•Throws a major tantrum when he reaches school
•Fascinated with toy cars
•Insistent on bringing his favourite toy car
•Refused to place his toy car aside for classroom activities
Intervention Strategies for Marcus
Difficulties Intervention Strategies
Self-Help Skills Task Analysis
Communication Skills Picture Exchange
Coping Skills Visual Schedule
Social Skills Social Story
Classroom Behaviors Behavioral Chart
Homework
•Have a conversation with a preschool / primary school teacher who has children with special needs in her classroom.
•Explore the prevalence of disabilities.
•Explore the day-to-day challenges faced (the child / parents / developing children, etc).
•Explore the specific strategies used.
Tuesday, August 11, 2009
Written Report (15%)
Please select either of the following cases for your report. The detailed instructions are as follow.
Case 1
Annie
6 year-old girl
Speech impairment and communication difficulties due to facial deformities at birth.
Attends mainstream kindergarten. Is performing within normal range in terms of academic abilities.
Receives 2 hours of speech and language therapy services at the local hospital per week.
Family is trying to cope with her disability. No one in the family history has any types of disabilities or abnormalities.
Annie displays some behavioural and social difficulties. For instance, she bites her classmates. Sometimes, she is extremely shy and withdrawn. This occurs when she is teased by her peers for her facial deformities.
Case 2
Kim, 7 year-old girl.
Mild mental retardation, suffers from epilepsy since 6 months old. Is on medication for her seizures, is easily tired and distracted.
Attends mainstream preschool in the morning and special school in the afternoon. Receives therapy services from allied health professionals in the special school (speech therapist, physiotherapist and occupational therapist).
In terms of language and mathematic abilities, is performing significantly below same-age peers.
She is able to read functional words like MRT, Exit, Go, Police. She is able to produce letter sounds (M, B, K, P). She is able to rote count up to 30, recognize numbers up to 20 and write numbers up to 15.
Exhibits inappropriate and disruptive behaviors such as shouting aloud and throwing things off the work desk. Requires intensive support in areas of communication and social skills.
Your task
(1) Select either Case 1 or Case 2 to work on. State your selection clearly in your report.
(2) Identify an area of intervention for that child. State the area clearly.
(3) Conduct a journal search using any relevant database. The article must describe an intervention that has been studied, delivered and proven (somewhat) effective on that area.
Report on
(i) the intervention
(ii) its effectiveness (as reported in the journal article)
(iii) your personal evaluation how the child will benefit from this intervention
(iv) your suggestions how you can make adjustments to cater to the needs of the
child and to facilitate integration of the child / the intervention activity into
your classroom.
Case 1
Annie
6 year-old girl
Speech impairment and communication difficulties due to facial deformities at birth.
Attends mainstream kindergarten. Is performing within normal range in terms of academic abilities.
Receives 2 hours of speech and language therapy services at the local hospital per week.
Family is trying to cope with her disability. No one in the family history has any types of disabilities or abnormalities.
Annie displays some behavioural and social difficulties. For instance, she bites her classmates. Sometimes, she is extremely shy and withdrawn. This occurs when she is teased by her peers for her facial deformities.
Case 2
Kim, 7 year-old girl.
Mild mental retardation, suffers from epilepsy since 6 months old. Is on medication for her seizures, is easily tired and distracted.
Attends mainstream preschool in the morning and special school in the afternoon. Receives therapy services from allied health professionals in the special school (speech therapist, physiotherapist and occupational therapist).
In terms of language and mathematic abilities, is performing significantly below same-age peers.
She is able to read functional words like MRT, Exit, Go, Police. She is able to produce letter sounds (M, B, K, P). She is able to rote count up to 30, recognize numbers up to 20 and write numbers up to 15.
Exhibits inappropriate and disruptive behaviors such as shouting aloud and throwing things off the work desk. Requires intensive support in areas of communication and social skills.
Your task
(1) Select either Case 1 or Case 2 to work on. State your selection clearly in your report.
(2) Identify an area of intervention for that child. State the area clearly.
(3) Conduct a journal search using any relevant database. The article must describe an intervention that has been studied, delivered and proven (somewhat) effective on that area.
Report on
(i) the intervention
(ii) its effectiveness (as reported in the journal article)
(iii) your personal evaluation how the child will benefit from this intervention
(iv) your suggestions how you can make adjustments to cater to the needs of the
child and to facilitate integration of the child / the intervention activity into
your classroom.
Monday, September 22, 2008
Blog Entry 3
Dear students
3rd blog entry assignment:
As Jordan's teacher, write a short note to Jordan's mother describing how Jordan was included as part of the class in the process of building a ramp in the school.
-How he contributed; how he has been successful
-What have been put in place to support him
-Invite parents’ support, thoughts & resources
You may write about 200 words.
3rd blog entry assignment:
As Jordan's teacher, write a short note to Jordan's mother describing how Jordan was included as part of the class in the process of building a ramp in the school.
-How he contributed; how he has been successful
-What have been put in place to support him
-Invite parents’ support, thoughts & resources
You may write about 200 words.
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