Sketch is complete for classroom

timer Asked: Nov 16th, 2016

Question description

Sketch is drawn on computer or it is clear that a ruler was used for straight lines/edges.

Behavior Management Plan Sample Sara Student Profile/Pertinent Information The classroom is a 4th grade general education class in a charter school in Harlem, NYC. The students are all African American. The teacher is experienced and has been teaching for several years. The case study student, Sara, is included in this classroom all day. She is 10 years old and has no obvious disabilities. Sara is currently living with her mother, an aunt and three siblings in a one-bedroom apartment. Concerns Sara appears to have difficulty with expressive language although her speech production is fine. There are approximately 15 students in the class. The class is focused on reading both fiction and non-fiction texts, answering comprehension questions orally and in writing, and discussions of vocabulary, plot, characters, setting, and other aspects of literature. She decodes at grade level but has trouble when her vocabulary knowledge is expanded beyond commonly used words (e.g., knows “pig”, but unable to identify “swine”). Sara works on the same material and tasks as her peers. When questioned about the content of reading material in language arts, she volunteers to answer but then has difficulty in clearly expressing her answer. This is also reflected in her written work. At times, she admits her answer was not what she intended to say. Further testing results from a school psychologist indicate she is behind in vocabulary development and reading comprehension. These results, along with her difficulty in answering oral questions suggest she has expressive language difficulties. Sara possesses an ability to recognize common words, express their meaning, and to read content material for meaning. She has difficulty in learning less common vocabulary, orally expressing herself in response to academic questions, and demonstrating comprehension of material she has read. It is important now and for the future that Sara acquire new and more complex vocabulary, how to determine the meaning of new words, read for comprehension, and orally express herself in response to academic questions. Socially, Sara is an interactive, easy-going student. She appears happy when around a variety of peers, but does not seem to have one or several close friends that she consistently interacts with. She plays appropriately with both boys and girls and interacts with adults when appropriate as well. Sara has strengths including the ability to be kind/thoughtful to other students and she is motivated to learn. She has a sense of humor and enjoys playing with others and engaging in games such as jumping rope in her neighborhood. Behaviorally/emotionally, Sara gets easily frustrated. When she is faced with a problem that she deems too challenging for her, she cries easily, scratches herself with a pencil eraser and, at times, twists her hair until she pulls it out of her head. She does not show this frustration towards peers or adults, but does consistently (2-4 times her week) show this frustration towards herself. Rationale for Selection of Behavior Though at this point it is important for Sara to be learning skills relevant to the content standards, and also improve her knowledge of vocabulary, reading comprehension, and oral expression, her mentor teacher and I feel that her behavioral and emotional needs need to be addressed primarily. These areas will affect her performance in virtually all academic areas over time. Target Behavior Sara’s target behavior is to express her frustration in a more socially acceptable way. More specifically, Sara’s target behavior is: In frustrating situations, Sara will use available resources (stress ball, quiet room, chew supports) to express her frustration given 1 verbal prompt (“Sara, take care of your body”) 80% of the time, by the end of the first quarter. Hypothesis of function At this point, the hypothesis is that Sara is demonstrating these behaviors to gain sensory input, as evidenced in the attached A-B-C data chart. Intervention with Replacement Behavior The intervention put in place to support Sara’s sensory needs is that she will have a basket of sensory supports (stress ball, chew support, pass to sensory room) under her desk. When she is feeling frustrated, an adult will remind her to take care of her body, prompting her to use the available resources to decrease her frustrated feelings. Data Collection Technique Prior to implementation of the intervention, the teacher will teach Sara about the intervention plan, showing her the resources available and showing her how to use the resources. When Sara begins to appear frustrated, the teacher (or another adult in the classroom) will verbally prompt Sara to access her resources using the prompt “Sara, take care of your body”. The teacher will then chart if Sara was able to access her resources, if any additional prompts were required and if the problem behavior continued. Date 10/1 Behavior exhibited Hair twirling Any additional prompts required 3 VP to access around pencil resources Replacement behavior Stress ball Response Squeezed ball for 10 min. calm after 3 min 10/3 Crying 1 HOH Stress ball Squeezed ball for 6 min, calm after 2 min 10/4 Crying, hair twirling n/a Stress ball Squeezed for 3 min., calm after 1 min VP= verbal prompt HOH= hand over hand prompt
Fayza Alrasheidy Dr. Jennifer Christman EDT 573 November 9,2016 Reading Reflection # 3 Collaboration with Families Most parents with children with disabilities face different emotions. These feelings are influenced by the challenges they face when handling their children. Some parents have a fear of the unknown. Anxiety and denial are also other emotions that parents of children with special need experience. Others suffer guilt and depression too. These emotions do not occur at the same time or in any particular formula or sequence. Instead, they occur t any stage of child’s life. As a teacher, if you meet with a parent experiencing fear and denial you should first handle their emotions to work efficiently. To begin with, one should first normalize the situation. This means that one should assure the parent that it is okay to have the emotions. Then to handle denial, explain to the parent about the child’s condition. Ensure that you compare the scientific facts with the child’s condition so as to clarify her doubts. Also, try to explain the importance of coming to acceptance earlier. For example, it will be easier to handle and take care of the child. Bonding with the child will be easier once one has accepted the child’s condition. A parent’s greatest fear is having little knowledge on how to handle their child as they grow up. They also fear what will eventually happen to the child and how their lives will be affected. As the child’s educator, focusing on explaining on the few challenges that they are likely to encounter can help the parents. You can also share other parents’ experiences keeping the name anonymous. This will make them feel better since they are not alone. Ensuring that the experiences shared are success stories, you can also make sure that you show them the easier version of handling their children. A parent to a child with special needs has more roles than parents with healthy children. The parent is usually a medical expertise. He has to have enough knowledge on the child’s condition and also on the complications that come with the special needs of their child. The parents also become the future planner for their child. They plan on their education and other aspects life. They do this with the child’s best interests in mind. This is different from other parents since the children are given a chance to choose the schools they attend and the career paths they want to follow. The parent also manages everything in the child’s life. The coordinate educational, health, social and other services to ensure great care for their child. Lack of support might be a stressor that Reese’s mother is experiencing. Now that they have separated with her husband the support he was giving will not be there. This will make it hard for her to navigate through all her chores, responsibilities and giving Reese the support she needs. Financial difficulties might be another challenge that Reese’s mother is facing. She no longer has a husband to help her out with bills and Reese’s special needs. These problems will also affect Reese’s education since her medical condition is not catered for she will not be able to concentrate on her studies. So as to bond with Reese’s family, I feel that frequent visit to her family to keep them updated with her education. The teacher can also involve the family in school activities that Reese can take part in. Forming a group of people who have children with disabilities can help Reese’s family feel welcome, considered and understood. As Reese’s teacher I believe that the family’s information should be confidential and so I would not share the information. Sharing the information would affect my relationship with the family hence affecting Reese’s education. If the information leaked the way the students and the teachers, view Reese, therefore, affecting her studies.
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