Individualize and Personalize, QPI’s<br />Joey Kuntz<br />SPED 478<br />
Strategies<br />Two research based strategies to prevent an emotional crisis<br />1)  Student’s are inherently motivated t...
Strategies Cont.<br />2)  All students have basic needs to belong, to be competent, and to influence what happens to them....
autism<br />Signs and Symptoms:<br /><ul><li>Lack of or delay in spoken language
Repetitive use of language and/or motor mannerisms (e.g., hand-flapping, twirling objects)
Little or no eye contact
Lack of interest in peer relationships
Lack of spontaneous or make-believe play
Persistent fixation on parts of objects</li></ul>	http://www.autism-society.org/site/PageServer?pagename=about_home<br />
Classroom intervention<br />Strategies:<br />Role Play, model situations<br />Be consistent<br />Foreshadow changes in sch...
Passage to for autistic students<br />When Other Students Get Upset<br />“Sometimes other students get upset and cry.  <br...
Schizophrenia<br />Warning Signs:<br />Social withdrawal<br />Hostility or suspiciousness<br />Deterioration of personal h...
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Individualize And Personalize, Qpi’S

  1. 1. Individualize and Personalize, QPI’s<br />Joey Kuntz<br />SPED 478<br />
  2. 2. Strategies<br />Two research based strategies to prevent an emotional crisis<br />1) Student’s are inherently motivated to learn but learn to be unmotivated when they repeatedly fail.<br />It is important to encourage these students often and let them know that someone believes in them.<br />
  3. 3. Strategies Cont.<br />2) All students have basic needs to belong, to be competent, and to influence what happens to them. Motivation to learn most often occurs when basic needs are met.<br />-Mendler, Motivating Students Who Don’t Care. P. 7<br />
  4. 4. autism<br />Signs and Symptoms:<br /><ul><li>Lack of or delay in spoken language
  5. 5. Repetitive use of language and/or motor mannerisms (e.g., hand-flapping, twirling objects)
  6. 6. Little or no eye contact
  7. 7. Lack of interest in peer relationships
  8. 8. Lack of spontaneous or make-believe play
  9. 9. Persistent fixation on parts of objects</li></ul> http://www.autism-society.org/site/PageServer?pagename=about_home<br />
  10. 10. Classroom intervention<br />Strategies:<br />Role Play, model situations<br />Be consistent<br />Foreshadow changes in schedule<br />Match Students Work time with performance time- if a student can concentrate on a subject for ten minutes, give that student a ten minute assignment<br />Use alternatives to writing to demonstrate competence<br />TEACH SOCIAL SKILLS AS PART OF CURRICULUM!<br />Schedule in “down-time.”<br />
  11. 11. Passage to for autistic students<br />When Other Students Get Upset<br />“Sometimes other students get upset and cry.  <br />When this happens their teacher might try to help them.<br />The teacher might try to help them by talking to them or holding them.<br />This is okay.<br />Sometimes when other students get upset and cry, it makes me upset and angry.<br />I can use words to tell my teacher that I am upset.<br />I can say, &quot;That makes me mad!&quot; or &quot;I&apos;m upset!&quot;<br />It is okay to use words about how I feel. When I get upset I will try to use words about how I feel.”<br />
  12. 12. Schizophrenia<br />Warning Signs:<br />Social withdrawal<br />Hostility or suspiciousness<br />Deterioration of personal hygiene<br />Flat, expressionless gaze<br />Inability to cry or express joy<br />Inappropriate laughter or crying<br />Depression<br />Oversleeping or insomnia<br />Odd or irrational statements<br />Forgetful; unable to concentrate<br />Extreme reaction to criticism<br />Strange use of words or way of speaking<br />Understanding Schizophrenia -http://helpguide.org/mental/schizophrenia_symptom.htm#early<br />Signs & Symptoms:<br />Delusions-<br /><ul><li>Persecution, grandeur, control, reference. </li></ul>Hallucinations<br />Disorganized speech-<br /><ul><li>Loose associations, disorganized speech, meaningless use of rhymes, repetition of words or statements.</li></ul>Disorganized behavior-<br /><ul><li>Decline in overall daily functioning. Unpredictable or inappropriate emotional responses. Behaviors that appear bizarre and have no purpose. Lack of inhibition and impulse control.</li></ul>Negative symptoms-<br /><ul><li>Lack of emotional expression, including a flat voice, lack of eye contact, and blank or restricted facial expressions. Lessening of fluency, unable to carry a conversation.</li></li></ul><li>CLAssroom intervention<br />Do not ignore or dismiss warning signs and/or symptoms if they appear gradually and are unclear.<br />Do not assume that the person exhibiting warning signs and/or symptoms is just going through a phase or misusing substances.<br />Don’t assume these symptoms will simply “go away.”<br />Understand that someone who is experiencing profound and frightening changes such as psychotic symptoms will often try to keep them a secret.<br />http://www.schizophrenia.com/sznews/archives/005561.html<br />
  13. 13. Depression<br />Signs & Symptoms:<br /><ul><li>Feeling excessively guilty
  14. 14. Excessive sleeping or daytime sleepiness
  15. 15. Difficulty falling asleep
  16. 16. Depressed or irritable mood, bad temper
  17. 17. Substance abuse
  18. 18. Difficulty concentrating and making decisions
  19. 19. Acting out, unusual defiance, criminal behavior
  20. 20. Appetite changes, weight loss/gain
  21. 21. Feelings of worthlessness, sadness, or self-hatred
  22. 22. Loss of interest in activities
  23. 23. Thoughts about suicide, obsessive fear about death
  24. 24. Failing relations with friends and family
  25. 25. Eating disorders, especially bulimia</li></li></ul><li>Depression interventions<br />Interventions:<br />Promote positive mental health awareness<br />Teach problem-solving model/conflict resolution<br />Offer experiential learning opportunities<br />Peer/staff mentoring program.<br />Train staff about self-injurious behavior.<br />Imbed social/emotional learning into school curriculum.<br />Identify local resources and partnerships.<br />Examples:<br />School theme-“Today I feel….charts.”<br />“It’s OK to ask for help.”<br />Train “study buddies.”<br />Character education<br />Identify mental health services linked to student support services in school building<br />
  26. 26. Depression interventions cont.<br />Develop a caring relationship with child.<br />Give directions in small steps. Check for understanding and completion.<br />Develop an individual problem-solving plan.<br />Collaborate with student support personnel.<br />Identify the function of the behavior.<br />
  27. 27. RESOURCES<br />American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders DSM-IV-TR (4th ed.). American Psychiatric Association. ISBN 089042 0529<br />Fassler, D. G., & Dumas L. S. (1997). “Help Me, I’m Sad”: Recognizing, Treating, and Preventing Childhood and Adolescent Depression. New York: Penguin Putnam Inc.<br />Mendler, Allen (2000). Motivating Students Who Don’t Care. Bloomington, IN: Solution Tree<br />(2009). Schizophrenia. Retrieved July 21, 2009, from Schizophrenia In-Depth Web site: http://www.schizophrenia.com/index.php <br />(2009). Autism Society of America. Retrieved July 21, 2009, Web site: http://www.autism-society.org/site/PageServer <br />

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