Quality Program Indicators: Individuation & Personalization <ul><li>Jodi R. Oslund </li></ul><ul><li>SpEd 478 </li></ul><u...
Preventing an Emotional Crisis  <ul><li>Recognizing the early warning signs of impending crises  </li></ul><ul><li>Promoti...
Attention-Deficit/Hyperactivity Disorder (ADHD) <ul><li>A condition that makes it difficult for a person to control his or...
Classroom Strategies for ADHD <ul><li>Make directions clear and short. Repeat if necessary.  </li></ul><ul><li>Make each t...
Obsessive-Compulsive Disorder (OCD) <ul><li>Obsessive-Compulsive Disorder, OCD, is an anxiety disorder and is characterize...
Classroom Strategies for OCD <ul><li>Create a “safe” environment </li></ul><ul><li>Allow a break to diffuse anxiety </li><...
Asperger’s Syndrome <ul><li>Part of the autistic continuum; viewed either as a less severe form of autism, or as a separat...
Classroom Strategies for Asperger’s <ul><li>Minimizing/removal of distractors  </li></ul><ul><li>Providing a very clear st...
References: <ul><li>http://www.adhd-made-simple.com/ADHD_Children.html   </li></ul><ul><li>http://www.ldonline.org/adhdbas...
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Individuation & Personalization

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Individuation & Personalization

  1. 1. Quality Program Indicators: Individuation & Personalization <ul><li>Jodi R. Oslund </li></ul><ul><li>SpEd 478 </li></ul><ul><li>Educational Interventions </li></ul><ul><li>MSUM Summer 2009 </li></ul>
  2. 2. Preventing an Emotional Crisis <ul><li>Recognizing the early warning signs of impending crises </li></ul><ul><li>Promoting non-violent resolutions of all conflicts </li></ul><ul><li>Building supportive and communicative relationships. </li></ul><ul><li>Anger Management Counseling </li></ul>
  3. 3. Attention-Deficit/Hyperactivity Disorder (ADHD) <ul><li>A condition that makes it difficult for a person to control his or her behavior and/or pay attention </li></ul><ul><li>Estimated that between 3 and 5 percent of children have ADHD </li></ul><ul><li>Characteristics: </li></ul><ul><ul><li>Difficulty staying seated; fidgeting and bouncing while seated </li></ul></ul><ul><ul><li>Seeming to be in constant motion </li></ul></ul><ul><ul><li>Climbing on things and jumping off things inappropriately </li></ul></ul><ul><ul><li>Talking excessively </li></ul></ul><ul><ul><li>Interrupting conversations </li></ul></ul><ul><ul><li>Blurting out answers to questions not directed at them </li></ul></ul><ul><ul><li>Having great difficulty waiting for turns </li></ul></ul><ul><ul><li>Distractible </li></ul></ul><ul><ul><li>Inattentive </li></ul></ul><ul><ul><li>Impulsive </li></ul></ul>
  4. 4. Classroom Strategies for ADHD <ul><li>Make directions clear and short. Repeat if necessary. </li></ul><ul><li>Make each task specific…in other words; instead of giving several directions at once, split the directions into smaller steps. </li></ul><ul><li>Give reminders often, coaxing the child to finish. It is important to complete projects once started to help the child learn to sequence beginning to end. </li></ul><ul><li>Use interesting materials; hands-on activities, visual and auditory aids. </li></ul><ul><li>Reduce classroom clutter. </li></ul><ul><li>Let a restless child move around the classroom and/or stand at the desk. Don’t take away recess as punishment. Not ever! </li></ul>
  5. 5. Obsessive-Compulsive Disorder (OCD) <ul><li>Obsessive-Compulsive Disorder, OCD, is an anxiety disorder and is characterized by recurrent, unwanted thoughts (obsessions) and/or repetitive behaviors (compulsions). Repetitive behaviors such as handwashing, counting, checking, or cleaning are often performed with the hope of preventing obsessive thoughts or making them go away. Performing these so-called &quot;rituals,&quot; however, provides only temporary relief, and not performing them markedly increases anxiety. </li></ul>
  6. 6. Classroom Strategies for OCD <ul><li>Create a “safe” environment </li></ul><ul><li>Allow a break to diffuse anxiety </li></ul><ul><li>Watch for side effects of medication </li></ul><ul><li>Create ways to reduce stress for the student with OCD: </li></ul><ul><ul><li>Seating arrangements </li></ul></ul><ul><ul><li>Assignment Modifications </li></ul></ul><ul><ul><li>Buddy system </li></ul></ul>
  7. 7. Asperger’s Syndrome <ul><li>Part of the autistic continuum; viewed either as a less severe form of autism, or as a separate condition in its own right. </li></ul><ul><li>Marked and sustained impairment in social interaction. </li></ul><ul><li>Restrictive and repetitive patterns of behavior and activities, and a strong preference for routines and avoidance of change. </li></ul><ul><li>Motor delays or clumsiness are also commonly associated with Asperger’s syndrome. </li></ul>
  8. 8. Classroom Strategies for Asperger’s <ul><li>Minimizing/removal of distractors </li></ul><ul><li>Providing a very clear structure and a set daily routine </li></ul><ul><li>Providing warning of any impending change of routine </li></ul><ul><li>Using clear and unambiguous language </li></ul><ul><li>Repeating instructions and checking understanding </li></ul><ul><li>Specific teaching of social rules/skills, such as turn-taking and social distance </li></ul>
  9. 9. References: <ul><li>http://www.adhd-made-simple.com/ADHD_Children.html </li></ul><ul><li>http://www.ldonline.org/adhdbasics/whatisadhd </li></ul><ul><li>http://www.mugsy.org/connor1.htm </li></ul><ul><li>http://www.nimh.nih.gov/health/topics/obsessive-compulsive-disorder-ocd/index.shtml </li></ul><ul><li>http://www.ocdeducationstation.org/role-of-school-personnel/healthful-support-strategies </li></ul>

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