Individuation And Personalization Power Point Sped 578

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Individuation And Personalization Power Point Sped 578

  1. 1. Individuation and Personalization<br />SPED 478/578<br />Professor Ann Goldade<br />ppt. prepared by Mary-Ann Rolf<br />Summer, 2009<br />
  2. 2. What Is It? <br /><ul><li>The systematic assistance and support for which the primary purpose is to help the student with personalization and internalization of information about alternative ways to behaving and viewing one’s beliefs, oneself and the world.
  3. 3. Students are systematically assisted in internalizing and personalizing new affective information and behavior skills. </li></ul>-Bechard, 2003<br />
  4. 4. Three Areas Targeted<br />A system should be in place for preventing and/or responding to emotional crises.<br />Students will benefit from formal and planned systems present to help them internalize and personalize, based on their experience.<br />Informal systems should be available, such as disability-specific interventions. <br /> -Bechard, 2003<br />
  5. 5. Social Skills/Replacement Behavior Training<br />Socials skills taught are an accepted practice for students with emotional and behavioral disorders.<br />Replacement behavior training will increase the effectiveness of social skills training.<br />E.g., students could be given a choice over classroom activities and when they are to be submitted to the teacher.<br />Students may learn to self-monitor (refer to a chart, keep a journal, or use a tally system). <br />-Maag, 2005<br />
  6. 6. Promote Entrapment<br />Entrapment involves recruiting natural communities of reinforcement when peers reinforce a target student for performing a socially appropriate behavior.<br />E.g., student may ask peers to join in a game. If this offer results in a positive response, it will likely be repeated in the future. <br />In the absence of entrapment, trained social skills are extinguished.<br />Student may need staff modeling and rehearsing to develop skill of initiating and maintaining activity. <br />-McConnell, 1987<br />
  7. 7. Good Teaching Strategies are Essential<br />Good processing strategies are evident with the student<br />Student should be involved in the process such as self-regulating his/her behavior<br />Questions and comments acknowledge the student as a valued individual<br />Interaction between student and teacher is nonjudgmental<br />Students feelings are validated -Maag, 2005<br />
  8. 8. Attention Deficit Hyperactivity Disorder<br />Behavior described as:<br /><ul><li>Hyperactivity (fidgety behaviors)
  9. 9. Inattention (distractibility-auditory, visual & internal)
  10. 10. Impulsivity (does not stop to think before speaking and does not stop to think before acting) -Long, 2007</li></li></ul><li>ADHD Interventions<br />Allow non-disruptive, directed movement in classroom<br />Allow standing during seatwork<br />Use activity as a reward<br />Permit specific activities (running an errand, cleaning the board, organizing materials)<br />Use teaching activities that encourage active responding<br />Use preferential seating near the teacher<br />Develop a hand signal -Long, 2007<br />
  11. 11. Generalized Anxiety Disorder<br /><ul><li>Demonstrated by excessive worry about events or activities (such as social functioning or school performance) and find it difficult to control these responses
  12. 12. Worrying affects sleep, concentration, and student may demonstrate irritability -Long, 2007</li></li></ul><li>Generalized Anxiety Disorder Interventions<br />Help student monitor internal anxiety with a sense of control through “self talk”<br />E.g., student pretends that his obsessions or compulsions are like a “little monster” trying to trick him into performing these rituals.<br />Student is then shown ways to make the monster less threatening or powerful<br />Provide positive reinforcement such as verbal praise or a rewarding activity for demonstrating positive thoughts (journal or verbalization) -Long, 2007<br />
  13. 13. Disruptive Behavior Disorder<br />Student frequently exhibits aggressive behavior at school, at home, and while out in the community with family and friends.<br />
  14. 14. Disruptive Behavior Disorder Interventions<br />Recommend professional counseling<br />State clearly and firmly the positive, expected behaviors (may use a visual chart paired with verbal)<br />Accept student’s angry feelings but not the aggressive behavior<br />Refer to the specific classroom rules that are appropriate for aggressive behavior<br />Encourage student to make a good decision to solve problem<br />Make sure student, and not staff, is responsible for the choice of behavior (interactive student/teacher journal)<br />Affirm efforts made if student behavior improves -Long, 2007<br />
  15. 15. Works Cited<br /> <br />Bechard, S., Borock, J., Cessna, K.K., & Neel, R.S. (2003). Quality program indicators for children with emotional and behavior disorders. Beyond Behavior, 3-9.<br /> <br />Long, N.J., Morse, W.C., Frank, A.F., & Newman, R.G. (2007). Conflict in the classroom: Positive staff support for troubled students (6th ed.). Austin, TX: PRO-ED.<br /> <br />Maag, J.W. (2005). Social skills training for youth with emotional and behavioral disorders and learning disabilities: problems, conclusions, and suggestions. Exceptionality, (13(3), 155-172.<br />McConnell, S.R. (1987). Entrapment effects and the generalization and maintenance of social skills training for elementary school students with behavioral disorders. Behavioral Disorders, 12, 252-263.<br />

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