This document summarizes assessments of gross motor skills for two children and senior fitness for two older adults using standardized tests. For the children, it identifies strengths in throwing and dribbling skills but weaknesses in kicking and leaping. For the seniors, it finds strengths in flexibility and upper body strength related to their daily activities but weaknesses in back flexibility and step tests. It analyzes the results in terms of individual traits and environmental influences, and provides suggestions for activities to improve weaknesses.
Pohjois-Karjala: Uusiutuvan energian ja energiatehokkuuden hyvät käytännötUlla Ala-Ketola
Uusiutuvan energian ja energiatehokkuuden hyviä käytäntöjä Pohjois-Karjalasta. Näissä ratkaisukorteissa kerrotaan toimenpiteen tekijä, investoinnin suuruus sekä säästö- ja päästövaikutukset. Toimenpiteet ovat osa HINKU-osahanketta (PK-HINKU) Kohti öljyvapaata ja vähähiilistä Pohjois-Karjalaa, jonka toteuttajina toimivat Pohjois-Karjalan maakuntaliitto ja Suomen ympäristökeskus SYKE.
Resolving Tough Individual Student Behavior Challenges with Prevent-Teach-Rei...Brookes Publishing
How can you resolve serious challenging behaviors of an individual student while also improving the student’s social skills and academic engagement? Discover Prevent-Teach-Reinforce (PTR), a standardized yet individualized functional behavior assessment and intervention model that’s been proven effective in improving students’ behavior, social skills, and academic engagement.
In this edWebinar, Rose Iovannone, Ph.D., BCBA-D, Research Assistant Professor at the Florida Center for Inclusive Communities, University of South Florida, gives a comprehensive introduction to the PTR approach and how to put it into practice. You’ll:
Learn about the five steps of the PTR model: teaming and goal setting; collecting data; conducting a PTR functional behavioral assessment; developing a PTR behavior intervention plan; and monitoring progress
See how PTR intervention plans help you prevent problem behaviors, teach replacement skills, and reinforce new skills
Discover user-friendly tools that school teams use to implement PTR effectively
Get case examples that vividly demonstrate how to apply the steps of PTR
A collaborative team approach to behavior intervention that’s highly rated by teachers, PTR is your step-by-step solution to addressing students who have serious behavior challenges. This recorded session is designed for practicing and in-training K-8 educators, including classroom and special education teachers, school psychologists, behavior analysts, and building and district administrators. See how this research-proven model can make a difference!
About the Presenter
Rose Iovannone, Ph.D., BCBA-D is Assistant Professor at the University of South Florida. She is currently the director of the Prevent-Teach-Reinforce (PTR) Project. She has also served as the co-principal investigator on a University of South Florida (USF) subcontract for the Professional Development in Autism Project funded by Office of Special Education Programs (OSEP), and as Assistant Director for the Center for Autism and Related Disabilities (CARD) at USF.
Join the Teaching All Students: Practical Strategies for Inclusive Classrooms community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view past edWebinars to earn CE certificates.
Pohjois-Karjala: Uusiutuvan energian ja energiatehokkuuden hyvät käytännötUlla Ala-Ketola
Uusiutuvan energian ja energiatehokkuuden hyviä käytäntöjä Pohjois-Karjalasta. Näissä ratkaisukorteissa kerrotaan toimenpiteen tekijä, investoinnin suuruus sekä säästö- ja päästövaikutukset. Toimenpiteet ovat osa HINKU-osahanketta (PK-HINKU) Kohti öljyvapaata ja vähähiilistä Pohjois-Karjalaa, jonka toteuttajina toimivat Pohjois-Karjalan maakuntaliitto ja Suomen ympäristökeskus SYKE.
Resolving Tough Individual Student Behavior Challenges with Prevent-Teach-Rei...Brookes Publishing
How can you resolve serious challenging behaviors of an individual student while also improving the student’s social skills and academic engagement? Discover Prevent-Teach-Reinforce (PTR), a standardized yet individualized functional behavior assessment and intervention model that’s been proven effective in improving students’ behavior, social skills, and academic engagement.
In this edWebinar, Rose Iovannone, Ph.D., BCBA-D, Research Assistant Professor at the Florida Center for Inclusive Communities, University of South Florida, gives a comprehensive introduction to the PTR approach and how to put it into practice. You’ll:
Learn about the five steps of the PTR model: teaming and goal setting; collecting data; conducting a PTR functional behavioral assessment; developing a PTR behavior intervention plan; and monitoring progress
See how PTR intervention plans help you prevent problem behaviors, teach replacement skills, and reinforce new skills
Discover user-friendly tools that school teams use to implement PTR effectively
Get case examples that vividly demonstrate how to apply the steps of PTR
A collaborative team approach to behavior intervention that’s highly rated by teachers, PTR is your step-by-step solution to addressing students who have serious behavior challenges. This recorded session is designed for practicing and in-training K-8 educators, including classroom and special education teachers, school psychologists, behavior analysts, and building and district administrators. See how this research-proven model can make a difference!
About the Presenter
Rose Iovannone, Ph.D., BCBA-D is Assistant Professor at the University of South Florida. She is currently the director of the Prevent-Teach-Reinforce (PTR) Project. She has also served as the co-principal investigator on a University of South Florida (USF) subcontract for the Professional Development in Autism Project funded by Office of Special Education Programs (OSEP), and as Assistant Director for the Center for Autism and Related Disabilities (CARD) at USF.
Join the Teaching All Students: Practical Strategies for Inclusive Classrooms community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view past edWebinars to earn CE certificates.
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It is s gait-speed test used to assess a person's mobility and requires both static and dynamic balance.
It is very simple to perform, involves very little equipment and takes very little time. The results is a predictor of falls risk.
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2. INTRODUCTION
• The importance…
• Able to recognize mistakes or errors with an individuals movement, use Newell’s
model to help address reason’s behind mistakes, and identify ways to help
individuals improve technique or form.
• Test of Gross Motor Development-2 (TGMD-2)
• Tests the gross motor abilities of 3-10 year olds through various activities that
involve the use of large and multiple muscle groups
• Senior Fitness Test
• Tests the flexibility and stamina of individuals over 60 years of age
• Newell’s Model
• Helps identify factors from 3 specific areas (individual, environmental, task) that
affect motor abilities
9. RESULTS (TGMD2)
• Participant #1 (Brenden)
• The participant displays strong athleticism. This was inferred from the environment
he was found in prior to assessment (3 on 3 basketball tournament) and his
involvement in many sports when asked. His dribbling and throwing skills are most
likely very good because he often uses these skills in the activities he chooses to
be in.
• Individual (Functional) & Environmental Constraint
• Participant #2 (Warren)
• This participant comes from a very athletic family and athletically focused
background. From a very early age he was expected to be involved in sports, so
it is no surprise that his strengths are skills that come from being involved in
baseball, which also happens to be his favorite sport.
• Individual (Functional) & Environmental Constraint
10. RESULTS (SENIOR FITNESS)
• Participant #1 (Henry)
• The participant often lifts heavy machinery as part of their job which has been
held over 30 years as well as constantly works outside to maintain chickens and
other animals. As a result, he has a good amount of upper body strength and
lower back flexibility that he has retained over time. Which is why the Arm Curl
test was no problem for him.
• Environmental & Task Constraint
• Participant #2 (Christine)
• Participant constantly chases children around as part of her job as a caretaker.
She must move quickly to keep up with her kiddos, so the 8 foot up an go test is
very much like the activities she must perform daily. Getting up from a chair as
quickly as possible is also pretty regular activity for her, so she performed very
well for the Chair Stand test.
• Environmental Constraint
11. HOW TO HELP (TGMD2)
• Weaknesses: Are possibly due to lack of knowledge of skills provided in primary
(school) environments.
• Participant #1
• Would work on kicking by participating in soccer or kickball
• Participant #2
• Would work on dribbling by doing drills (dribbling two balls at once or playing dribble tag)
12. HOW TO HELP (SENIOR FITNESS)
• Problems with flexibility in both participants
• Would recommend daily stretching, especially in arms, shoulders, and back
• Stretch #1- Seated forward bend (sit in a chair, slowly bring torso toward thighs, relax
head and let hands reach down to feet)
• Stretch #2- Seated reach (sit in chair, extend and stretch one hand up above head
as far as possible and look at hand to stretch neck and shoulder as well, can also do
this with two hands fully extended above head to stretch shoulders more)
13. REFLECTION
• What I did well…
• The area I chose for the TGMG2 testing (lots of space, yet still secluded from the
crowd so children would not be as distracted)
• What I would do differently…
• Tested a child closer to 3 or 4 so I could compare their performance with an
older child