Your Go-To Guide for the most up-to-date strategies for understanding ADD/ADHD and attention skills. This page is designed to help you move along the ADD spectrum from frustration to elation and to give you a better understanding of what it really means to pay attention.
Children with ADHD exhibit inattentive, impulsive, and hyperactive behaviors at a higher rate than their peers. Approximately 8% of Australian children have a diagnosis of ADHD. Behaviors include difficulty focusing, following instructions, and completing tasks, as well as fidgeting and talking excessively. ADHD is diagnosed through clinical evaluations and can co-occur with other disorders. Treatment involves medication, behavior management, and developing strategies to improve focus and adapt tasks in the classroom.
The Explosive Child: Summary CPS by Dr. Ross GreeneKathy Gregory
This presentation is meant to summarize Dr. Ross Greene's book, "The Explosive Child". None of this work is original to me, all of this work is from the work of Dr Ross Greene.
The document summarizes the Collaborative Problem Solving (CPS) approach for treating children with explosive behaviors. It discusses limitations of traditional parent management training and introduces CPS as an alternative. CPS assumes explosive behaviors stem from lagging cognitive skills that impair flexibility, problem solving, and emotion regulation. It aims to identify specific cognitive deficits and situational triggers through clinical interviews and assessments, then address the underlying causes rather than just modifying behavior. The document outlines three approaches to handling problems - Plan A involves parental insistence, Plan C reduces expectations, while Plan B employs CPS's collaborative problem-solving to pursue expectations and teach missing skills, with the goal of reducing explosive episodes.
This document discusses attention deficit hyperactivity disorder (ADHD), including what it is, common symptoms, potential causes such as genetics and environmental factors, how it is diagnosed using rating scales, and treatments including occupational therapy, medications, and psychotherapy. Occupational therapy can help address issues like motor skills, sensory processing, and academic problems, and treats ADHD by improving underlying skills rather than just masking symptoms.
This document provides information about ADHD (attention deficit hyperactivity disorder). It discusses that ADHD is a brain condition that makes it difficult for children to control their behavior. While the exact causes are unclear, it is linked to genetics. There are three main types of ADHD: inattentive only, hyperactive/impulsive, and combined. Symptoms include inattention, hyperactivity, and impulsivity. ADHD often co-occurs with other conditions like learning disabilities, anxiety, depression, and oppositional defiant disorder. The document discusses assessments, classroom strategies, myths, and positive aspects of children with ADHD.
Larry Sauter, nationally appointed missionary to people with disabilities with Special Touch Ministry, shares in this FREE workshop an overview of the characteristics of children with learning disabilities and provides suggestions for effective ministry to these children. For more information, enroll in the Children's Ministries University Online course, CMU210 - Ministry to Children with Disabilities. More details are available at www.cmuo.com
Jonathan Diamond, a 13-year-old boy, frequently erupted in anger and aggression towards his parents and teachers. His parents sought help from therapists who recommended setting firmer boundaries through rewards and punishments, but Jonathan's outbursts continued. Psychologist Ross Greene believed Jonathan had difficulties with flexibility, problem-solving, and frustration that caused his explosions, not permissive parenting. Using collaborative problem-solving, Jonathan and his parents were able to understand the triggers for his behavior and develop strategies to prevent outbursts. This approach focused on understanding the root causes of issues rather than just consequences, and seemed to help Jonathan gain control over his anger.
Your Go-To Guide for the most up-to-date strategies for understanding ADD/ADHD and attention skills. This page is designed to help you move along the ADD spectrum from frustration to elation and to give you a better understanding of what it really means to pay attention.
Children with ADHD exhibit inattentive, impulsive, and hyperactive behaviors at a higher rate than their peers. Approximately 8% of Australian children have a diagnosis of ADHD. Behaviors include difficulty focusing, following instructions, and completing tasks, as well as fidgeting and talking excessively. ADHD is diagnosed through clinical evaluations and can co-occur with other disorders. Treatment involves medication, behavior management, and developing strategies to improve focus and adapt tasks in the classroom.
The Explosive Child: Summary CPS by Dr. Ross GreeneKathy Gregory
This presentation is meant to summarize Dr. Ross Greene's book, "The Explosive Child". None of this work is original to me, all of this work is from the work of Dr Ross Greene.
The document summarizes the Collaborative Problem Solving (CPS) approach for treating children with explosive behaviors. It discusses limitations of traditional parent management training and introduces CPS as an alternative. CPS assumes explosive behaviors stem from lagging cognitive skills that impair flexibility, problem solving, and emotion regulation. It aims to identify specific cognitive deficits and situational triggers through clinical interviews and assessments, then address the underlying causes rather than just modifying behavior. The document outlines three approaches to handling problems - Plan A involves parental insistence, Plan C reduces expectations, while Plan B employs CPS's collaborative problem-solving to pursue expectations and teach missing skills, with the goal of reducing explosive episodes.
This document discusses attention deficit hyperactivity disorder (ADHD), including what it is, common symptoms, potential causes such as genetics and environmental factors, how it is diagnosed using rating scales, and treatments including occupational therapy, medications, and psychotherapy. Occupational therapy can help address issues like motor skills, sensory processing, and academic problems, and treats ADHD by improving underlying skills rather than just masking symptoms.
This document provides information about ADHD (attention deficit hyperactivity disorder). It discusses that ADHD is a brain condition that makes it difficult for children to control their behavior. While the exact causes are unclear, it is linked to genetics. There are three main types of ADHD: inattentive only, hyperactive/impulsive, and combined. Symptoms include inattention, hyperactivity, and impulsivity. ADHD often co-occurs with other conditions like learning disabilities, anxiety, depression, and oppositional defiant disorder. The document discusses assessments, classroom strategies, myths, and positive aspects of children with ADHD.
Larry Sauter, nationally appointed missionary to people with disabilities with Special Touch Ministry, shares in this FREE workshop an overview of the characteristics of children with learning disabilities and provides suggestions for effective ministry to these children. For more information, enroll in the Children's Ministries University Online course, CMU210 - Ministry to Children with Disabilities. More details are available at www.cmuo.com
Jonathan Diamond, a 13-year-old boy, frequently erupted in anger and aggression towards his parents and teachers. His parents sought help from therapists who recommended setting firmer boundaries through rewards and punishments, but Jonathan's outbursts continued. Psychologist Ross Greene believed Jonathan had difficulties with flexibility, problem-solving, and frustration that caused his explosions, not permissive parenting. Using collaborative problem-solving, Jonathan and his parents were able to understand the triggers for his behavior and develop strategies to prevent outbursts. This approach focused on understanding the root causes of issues rather than just consequences, and seemed to help Jonathan gain control over his anger.
The document discusses Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD), defining them as genetically-based chemical disorders characterized by inattention, impulsivity, and sometimes hyperactivity. It provides tips for teachers on how to effectively teach children with ADD/ADHD, such as clearly defining rules, building relationships, engaging lessons, positive reinforcement, and remembering that these children have short attention spans. The overall message is that teachers should view each child as made in God's image and work to understand their individual needs.
ADHD is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It is one of the most common childhood disorders. There are three main subtypes - combined, predominantly inattentive, and predominantly hyperactive/impulsive. Evidence-based treatments include pharmacological interventions like stimulants and non-stimulants as well as behavioral therapies targeting things like parenting skills, classroom management, and social skills training. Exercise and physical activity are also important non-pharmacological interventions for managing ADHD symptoms. Consistency, routines, organization, and a structured environment are key to supporting children with ADHD.
Add & adhd for Class ADE subject Child Development@ GECE Lyari Karachizulfiqaralibehan
Learning disabilities tough @ GECE Lyari Karachi on 20th April 2015.
Add & adhd for Class ADE subject Child Development@ GECE Lyari Karachi
Course facilitator: Zulfiqar Behan
The document discusses the Collaborative Problem-Solving (CPS) approach for treating "explosive" children. CPS assumes these children have lagging skills that cause noncompliance, unlike traditional models that focus on parenting. CPS uses Plan B instead of imposing will (Plan A) or removing expectations (Plan C). Plan B involves the caregiver and child collaboratively solving problems to strengthen the child's skills. The therapist helps identify skills to train, facilitates CPS between family members, and ensures all concerns are addressed to change perceptions and establish therapeutic alliances for change.
The document discusses attention deficit hyperactivity disorder (ADHD), including its history, categories, causes, prevalence, common comorbid disorders, and intervention strategies. It also summarizes learning disabilities, behavior disorders, autism spectrum disorders, childhood schizophrenia, and eating/elimination disorders. For each topic, it provides key definitions and characteristics. The intervention section focuses on applied behavior analysis, dietary interventions, and chelation for autism spectrum disorders.
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesTuesday's Child
Meg Kincaid, PhD, Clinical Director of Tuesday's Child presents at the Illinois Chapter of the American Academy of Pediatrics Annual Conference on September 20, 2014.
This document provides information and strategies for helping students with autism in the classroom. It discusses that autism presents differently in each individual and removing a student from class or forcing inclusion could negatively impact their life. The document recommends conducting needs assessments on each student and considering accommodations that benefit all students. It also aims to educate teachers on autism by defining it, identifying characteristics, discussing anxieties students may face, and providing strategies like behavioral support to manage behaviors effectively.
The document discusses gifted students with ADHD and argues that customized learning environments may help increase their success compared to traditional classrooms. It presents a literature review and hypothesis that placement in a customized work environment positively correlates with increased success for gifted ADHD students by addressing weaknesses in traditional settings like low attention, poor study habits and higher disciplinary rates. It identifies obstacles like a lack of teacher training and customized programs that recognize gifted ADHD students' unique abilities. The document argues what is needed are things like easy funding, standardized curriculums allowing customization, and entire programs providing examples to help gifted ADHD students reach their full potential.
The document discusses ADHD (Attention Deficit Hyperactivity Disorder), including what it is, types of ADHD, common behaviors, assessments, and strategies for teaching students with ADHD. It provides information on differentiated instruction approaches across subjects like reading, spelling, writing and math. Resources for teachers on ADHD are also listed. The conclusion emphasizes the need for parents, teachers, doctors and the child to work as a team to develop an appropriate learning plan for students with ADHD.
The document provides information about Attention Deficit/Hyperactivity Disorder (ADHD), including its characteristics, challenges it can present, and ways to help students with ADHD succeed. It discusses how ADHD was originally identified and studied, common traits such as distractibility and impulsivity. Challenges for students with ADHD include social skills, frustrations for teachers, and risks of failure, suspensions or dropping out. The document also outlines strategies to help students with ADHD, including physical seating, organizational supports, instructional techniques, and providing motivation.
This document discusses educational strategies for teachers to help students with ADHD. It identifies some key behaviors of ADHD like difficulty paying attention, hyperactivity, and impulsiveness. The document recommends a three-pronged strategy for teachers: identifying student needs, using effective instructional practices, and consulting other educators as needed. It provides examples of teaching practices, organizational skills, behavioral interventions, and classroom accommodations that can help students with ADHD succeed academically.
This presentation addresses issues related to identification of the development milestones and identification of the disorders like ADHD, Autism, Dyslexia and Dysgraphia
What is we made a mistake, and told parents their kid has ADHD when in fact they just can't breathe properly? It may be that up to half of kids labelled as having ADHD actually have something else entirely.
ADHD stands for Attention Deficit Hyperactivity Disorder. ADHD is one of the most common disorders; it is usually first diagnosed in childhood and often lasts till adulthood. ADHD causes symptoms like having trouble paying attention, controlling impulsive behaviors and being overly active. People suffering from ADHD find it hard to concentrate on a subject. They also find it difficult to follow detailed instructions, organizing tasks and planning schedules. People with ADHD are easily distracted by little things around, external stimuli and often lose things. Visit Our Website : https://mindsightclinic.com/a-z-issues/adhd
This document provides information and guidance for educators on ADHD. It begins by stating that approximately 8.4% of US children have been diagnosed with ADHD, and that these children struggle with organization, hyperactivity, concentration, and attention. The document then discusses underlying issues associated with ADHD beyond obvious symptoms, and the educator's role in teaching organizational skills, addressing impulsivity and hyperactivity, and assisting with learning problems. It provides specific strategies in these areas and concludes by listing additional resources for teachers and parents.
ADHD is a common neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It affects about 5% of children worldwide, with boys being diagnosed three times as often as girls. There are three main presentations of ADHD - predominantly inattentive, predominantly hyperactive/impulsive, and combined type. Diagnosis involves ruling out other possible causes and observing symptoms cross several environments. Treatment typically involves medication, behavioral therapy, and educational accommodations to help manage symptoms and improve functioning.
Individualize And Personalize To Hand In Copy, Qp Isguest092d3e29
The document discusses strategies for helping students with various mental health disorders in the classroom. It outlines signs and symptoms of Attention Deficit Hyperactivity Disorder, Generalized Anxiety Disorder, and Post-Traumatic Stress Disorder. For each disorder, it provides classroom intervention strategies such as decreasing assignment length for ADHD, reassuring anxious students, and establishing positive relationships for students with PTSD. The document cites several sources for further information on developing self-esteem in children and interventions for mental health disorders.
Speech and language impairment is defined as a communication disorder that affects a child's ability to produce sounds correctly (articulation), flow of speech (fluency), voice quality, or ability to express or understand language. Characteristics may include stuttering, difficulty with certain sounds, interrupted speech, abnormal voice pitch/loudness, improper word use, inability to express ideas, or reduced vocabulary. Teaching strategies include patience, individualized instruction, encouraging participation, creating an accepting environment, modeling good listening skills, speaking to the student normally, and using various listening activities to aid comprehension and production of sounds.
This document provides information about Fetal Alcohol Spectrum Disorders (FASD) and strategies for working with students who have academic or behavioral issues related to FASD. It begins with discussing common misconceptions about FASD and establishes that it is a lifelong brain disorder caused by prenatal alcohol exposure. The document then outlines several barriers to learning and behavior that students with FASD may experience, such as difficulties with memory, abstract concepts, and following multiple directions. It suggests evidence-based strategies and tools to address each barrier, such as breaking tasks into single steps, using visual supports, and providing structured routines and environments. Technology tools are also recommended to help with organization. Overall, the strategies emphasize simplifying environments,
Bel-Air Elementary provides assistive technology resources to support students with disabilities. This includes speech-to-text software to help those with physical or learning disabilities complete classwork. The school also identifies characteristics of gifted students, ADHD, and dyslexia to help teachers best support students with these conditions through structured lessons, reinforcement of positive behaviors, simplifying instructions, and ensuring appropriate reading materials are used.
This document discusses assistive technology and strategies to support students with disabilities. It provides examples of speech-to-text software to help students with typing and definitions of giftedness in young children. Specific learning disabilities like ADHD and dyslexia are explained, with tips provided for teachers to help students struggling in these areas. Strategies include establishing clear rules, breaking tasks into steps, checking homework, and ensuring reading is at the student's level. The document provides references for further information.
Required Resources1. Read from your text, Challenging Behavior.docxsodhi3
Required Resources
1. Read from your text, Challenging Behavior in Young Children:
· Chapter 9: Guidance
· Chapter 9 provides specific strategies for helping young children with challenging behavior.
· Chapter 10: Functional Assessment and Positive Behavior Support
· Chapter 10 provides information on the functions that behaviors serve and developing a positive behavior support plan.
2. The IRIS Center. (n.d.). A-B-C Analysis. Retrieved from http://iris.peabody.vanderbilt.edu/mcontent/behavior-abc-video/
1. This activity will allow students to observe a child having tantrums and list the target behavior, antecedents, consequences, and hypothesis regarding the function of behavior. This activity will assist you in completing the second discussion question.
1. Accessibility Statement
1. Privacy Statement does not exist.
1. The IRIS Center. (n.d.). Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan. Retrieved from http://iris.peabody.vanderbilt.edu/fba/chalcycle.htm
1. This module outlines the steps of the Functional Behavioral Assessment process and will assist you in completing the second discussion question.
1. Accessibility Statement
1. Privacy Statement does not exist.
Recommended Resource
1. The IRIS Center for Training Enhancements. (n.d.). Methods of Functional Behavioral Assessment. Retrieved on from http://flpbs.fmhi.usf.edu/pdfs/pbs_FBA_Practice.pdf
· This info brief provides a brief overview of different methods to use when conducting functional assessments.
ECE201: INTRODUCTION TO EARLY CHILDHOOD BEHAVIOR
WEEK THREE INSTRUCTOR GUIDANCE
Children require guidance and sympathy far more than instruction.
-Anne Sullivan
Welcome to Week THREE of ECE201!!
As we learned last week, all children display challenging behaviors. This is a normal part of development. When children have a difficult time controlling their emotions adults need to provide positive and clear guidance. Seems simple right?
Well, as anyone who has worked with children knows, it can be more difficult then it seems. Fortunately, there are research-based approaches and guidance strategies that adults can use to help children manage their behavior.
As the quote above suggests, using guidance strategies that are based on respect and empathy for children is a key part of your role as an ECEC professional. Far more than they need instruction and lectures, punishment and consequences, children need sympathy and guidance in their quest to manage themselves and to take their place gracefully and joyfully as fully functioning members of their families, their peers, and their communities.
Overview of the Learning Week
This week we focus our learning on approaches and strategies to guiding young children’s behavior that are both respectful and effective. As an ECEC professional your knowledge about how children learn and grow will provide a foundation for using these strategies in ways that are developm ...
The document discusses Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD), defining them as genetically-based chemical disorders characterized by inattention, impulsivity, and sometimes hyperactivity. It provides tips for teachers on how to effectively teach children with ADD/ADHD, such as clearly defining rules, building relationships, engaging lessons, positive reinforcement, and remembering that these children have short attention spans. The overall message is that teachers should view each child as made in God's image and work to understand their individual needs.
ADHD is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It is one of the most common childhood disorders. There are three main subtypes - combined, predominantly inattentive, and predominantly hyperactive/impulsive. Evidence-based treatments include pharmacological interventions like stimulants and non-stimulants as well as behavioral therapies targeting things like parenting skills, classroom management, and social skills training. Exercise and physical activity are also important non-pharmacological interventions for managing ADHD symptoms. Consistency, routines, organization, and a structured environment are key to supporting children with ADHD.
Add & adhd for Class ADE subject Child Development@ GECE Lyari Karachizulfiqaralibehan
Learning disabilities tough @ GECE Lyari Karachi on 20th April 2015.
Add & adhd for Class ADE subject Child Development@ GECE Lyari Karachi
Course facilitator: Zulfiqar Behan
The document discusses the Collaborative Problem-Solving (CPS) approach for treating "explosive" children. CPS assumes these children have lagging skills that cause noncompliance, unlike traditional models that focus on parenting. CPS uses Plan B instead of imposing will (Plan A) or removing expectations (Plan C). Plan B involves the caregiver and child collaboratively solving problems to strengthen the child's skills. The therapist helps identify skills to train, facilitates CPS between family members, and ensures all concerns are addressed to change perceptions and establish therapeutic alliances for change.
The document discusses attention deficit hyperactivity disorder (ADHD), including its history, categories, causes, prevalence, common comorbid disorders, and intervention strategies. It also summarizes learning disabilities, behavior disorders, autism spectrum disorders, childhood schizophrenia, and eating/elimination disorders. For each topic, it provides key definitions and characteristics. The intervention section focuses on applied behavior analysis, dietary interventions, and chelation for autism spectrum disorders.
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesTuesday's Child
Meg Kincaid, PhD, Clinical Director of Tuesday's Child presents at the Illinois Chapter of the American Academy of Pediatrics Annual Conference on September 20, 2014.
This document provides information and strategies for helping students with autism in the classroom. It discusses that autism presents differently in each individual and removing a student from class or forcing inclusion could negatively impact their life. The document recommends conducting needs assessments on each student and considering accommodations that benefit all students. It also aims to educate teachers on autism by defining it, identifying characteristics, discussing anxieties students may face, and providing strategies like behavioral support to manage behaviors effectively.
The document discusses gifted students with ADHD and argues that customized learning environments may help increase their success compared to traditional classrooms. It presents a literature review and hypothesis that placement in a customized work environment positively correlates with increased success for gifted ADHD students by addressing weaknesses in traditional settings like low attention, poor study habits and higher disciplinary rates. It identifies obstacles like a lack of teacher training and customized programs that recognize gifted ADHD students' unique abilities. The document argues what is needed are things like easy funding, standardized curriculums allowing customization, and entire programs providing examples to help gifted ADHD students reach their full potential.
The document discusses ADHD (Attention Deficit Hyperactivity Disorder), including what it is, types of ADHD, common behaviors, assessments, and strategies for teaching students with ADHD. It provides information on differentiated instruction approaches across subjects like reading, spelling, writing and math. Resources for teachers on ADHD are also listed. The conclusion emphasizes the need for parents, teachers, doctors and the child to work as a team to develop an appropriate learning plan for students with ADHD.
The document provides information about Attention Deficit/Hyperactivity Disorder (ADHD), including its characteristics, challenges it can present, and ways to help students with ADHD succeed. It discusses how ADHD was originally identified and studied, common traits such as distractibility and impulsivity. Challenges for students with ADHD include social skills, frustrations for teachers, and risks of failure, suspensions or dropping out. The document also outlines strategies to help students with ADHD, including physical seating, organizational supports, instructional techniques, and providing motivation.
This document discusses educational strategies for teachers to help students with ADHD. It identifies some key behaviors of ADHD like difficulty paying attention, hyperactivity, and impulsiveness. The document recommends a three-pronged strategy for teachers: identifying student needs, using effective instructional practices, and consulting other educators as needed. It provides examples of teaching practices, organizational skills, behavioral interventions, and classroom accommodations that can help students with ADHD succeed academically.
This presentation addresses issues related to identification of the development milestones and identification of the disorders like ADHD, Autism, Dyslexia and Dysgraphia
What is we made a mistake, and told parents their kid has ADHD when in fact they just can't breathe properly? It may be that up to half of kids labelled as having ADHD actually have something else entirely.
ADHD stands for Attention Deficit Hyperactivity Disorder. ADHD is one of the most common disorders; it is usually first diagnosed in childhood and often lasts till adulthood. ADHD causes symptoms like having trouble paying attention, controlling impulsive behaviors and being overly active. People suffering from ADHD find it hard to concentrate on a subject. They also find it difficult to follow detailed instructions, organizing tasks and planning schedules. People with ADHD are easily distracted by little things around, external stimuli and often lose things. Visit Our Website : https://mindsightclinic.com/a-z-issues/adhd
This document provides information and guidance for educators on ADHD. It begins by stating that approximately 8.4% of US children have been diagnosed with ADHD, and that these children struggle with organization, hyperactivity, concentration, and attention. The document then discusses underlying issues associated with ADHD beyond obvious symptoms, and the educator's role in teaching organizational skills, addressing impulsivity and hyperactivity, and assisting with learning problems. It provides specific strategies in these areas and concludes by listing additional resources for teachers and parents.
ADHD is a common neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It affects about 5% of children worldwide, with boys being diagnosed three times as often as girls. There are three main presentations of ADHD - predominantly inattentive, predominantly hyperactive/impulsive, and combined type. Diagnosis involves ruling out other possible causes and observing symptoms cross several environments. Treatment typically involves medication, behavioral therapy, and educational accommodations to help manage symptoms and improve functioning.
Individualize And Personalize To Hand In Copy, Qp Isguest092d3e29
The document discusses strategies for helping students with various mental health disorders in the classroom. It outlines signs and symptoms of Attention Deficit Hyperactivity Disorder, Generalized Anxiety Disorder, and Post-Traumatic Stress Disorder. For each disorder, it provides classroom intervention strategies such as decreasing assignment length for ADHD, reassuring anxious students, and establishing positive relationships for students with PTSD. The document cites several sources for further information on developing self-esteem in children and interventions for mental health disorders.
Speech and language impairment is defined as a communication disorder that affects a child's ability to produce sounds correctly (articulation), flow of speech (fluency), voice quality, or ability to express or understand language. Characteristics may include stuttering, difficulty with certain sounds, interrupted speech, abnormal voice pitch/loudness, improper word use, inability to express ideas, or reduced vocabulary. Teaching strategies include patience, individualized instruction, encouraging participation, creating an accepting environment, modeling good listening skills, speaking to the student normally, and using various listening activities to aid comprehension and production of sounds.
This document provides information about Fetal Alcohol Spectrum Disorders (FASD) and strategies for working with students who have academic or behavioral issues related to FASD. It begins with discussing common misconceptions about FASD and establishes that it is a lifelong brain disorder caused by prenatal alcohol exposure. The document then outlines several barriers to learning and behavior that students with FASD may experience, such as difficulties with memory, abstract concepts, and following multiple directions. It suggests evidence-based strategies and tools to address each barrier, such as breaking tasks into single steps, using visual supports, and providing structured routines and environments. Technology tools are also recommended to help with organization. Overall, the strategies emphasize simplifying environments,
Bel-Air Elementary provides assistive technology resources to support students with disabilities. This includes speech-to-text software to help those with physical or learning disabilities complete classwork. The school also identifies characteristics of gifted students, ADHD, and dyslexia to help teachers best support students with these conditions through structured lessons, reinforcement of positive behaviors, simplifying instructions, and ensuring appropriate reading materials are used.
This document discusses assistive technology and strategies to support students with disabilities. It provides examples of speech-to-text software to help students with typing and definitions of giftedness in young children. Specific learning disabilities like ADHD and dyslexia are explained, with tips provided for teachers to help students struggling in these areas. Strategies include establishing clear rules, breaking tasks into steps, checking homework, and ensuring reading is at the student's level. The document provides references for further information.
Required Resources1. Read from your text, Challenging Behavior.docxsodhi3
Required Resources
1. Read from your text, Challenging Behavior in Young Children:
· Chapter 9: Guidance
· Chapter 9 provides specific strategies for helping young children with challenging behavior.
· Chapter 10: Functional Assessment and Positive Behavior Support
· Chapter 10 provides information on the functions that behaviors serve and developing a positive behavior support plan.
2. The IRIS Center. (n.d.). A-B-C Analysis. Retrieved from http://iris.peabody.vanderbilt.edu/mcontent/behavior-abc-video/
1. This activity will allow students to observe a child having tantrums and list the target behavior, antecedents, consequences, and hypothesis regarding the function of behavior. This activity will assist you in completing the second discussion question.
1. Accessibility Statement
1. Privacy Statement does not exist.
1. The IRIS Center. (n.d.). Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan. Retrieved from http://iris.peabody.vanderbilt.edu/fba/chalcycle.htm
1. This module outlines the steps of the Functional Behavioral Assessment process and will assist you in completing the second discussion question.
1. Accessibility Statement
1. Privacy Statement does not exist.
Recommended Resource
1. The IRIS Center for Training Enhancements. (n.d.). Methods of Functional Behavioral Assessment. Retrieved on from http://flpbs.fmhi.usf.edu/pdfs/pbs_FBA_Practice.pdf
· This info brief provides a brief overview of different methods to use when conducting functional assessments.
ECE201: INTRODUCTION TO EARLY CHILDHOOD BEHAVIOR
WEEK THREE INSTRUCTOR GUIDANCE
Children require guidance and sympathy far more than instruction.
-Anne Sullivan
Welcome to Week THREE of ECE201!!
As we learned last week, all children display challenging behaviors. This is a normal part of development. When children have a difficult time controlling their emotions adults need to provide positive and clear guidance. Seems simple right?
Well, as anyone who has worked with children knows, it can be more difficult then it seems. Fortunately, there are research-based approaches and guidance strategies that adults can use to help children manage their behavior.
As the quote above suggests, using guidance strategies that are based on respect and empathy for children is a key part of your role as an ECEC professional. Far more than they need instruction and lectures, punishment and consequences, children need sympathy and guidance in their quest to manage themselves and to take their place gracefully and joyfully as fully functioning members of their families, their peers, and their communities.
Overview of the Learning Week
This week we focus our learning on approaches and strategies to guiding young children’s behavior that are both respectful and effective. As an ECEC professional your knowledge about how children learn and grow will provide a foundation for using these strategies in ways that are developm ...
This document discusses multiple disabilities (MD), which refers to more than one disability including deaf-blindness. It provides statistics on the disabled population in India, including that MD affects 21.17 lakhs people or 7.89% of the disabled population. The types of multiple disabilities are described. Challenges for teachers of children with multiple disabilities are then outlined, such as adapting techniques, using technology, collaboration, and being overloaded. Strategies for teachers to address these challenges are also presented.
This document provides guidance for teachers and teacher's aides working with blind students. It emphasizes treating blind students with the same expectations as sighted students and fostering independence. It offers specific strategies like using clear verbal descriptions, organizing materials accessibly, adapting lessons when needed, and understanding skills of blindness like Braille and orientation skills. The goal is for blind students to participate fully in class and develop skills to become independent adults.
The document discusses strategies for preventing challenging behaviors in students with low incidence disabilities. It describes using positive relationships, schedules and routines, engaging activities, explicit teaching of social skills, and prevention as the first step. Expert teachers emphasize high expectations, effective communication, respect, professional knowledge, and relationships. Strategies mentioned include visual schedules and expectations, reinforcement systems, peer support, tiered instruction, praise, problem solving lessons, self-regulation tools like breathing, and engagement through collaborative learning structures. Overall the document provides background on low incidence disabilities and recommends prevention through structured environments, skill building, and active engagement of students.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or control inappropriate behaviors over a long period of time and to a marked degree. It can include conditions like anxiety, depression, and bipolar disorder. Emotional disturbance is identified through screening tests and functional behavior assessments to design behavioral intervention plans as part of a student's IEP. The causes may be biological factors, temperament, environmental stressors at home or school, and treatment focuses on academic, social, and positive behavioral supports.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or demonstrate appropriate behavior over a long period of time and to a marked degree. It can include conditions such as anxiety, mood disorders, and schizophrenia. Students with emotional disturbance often struggle academically and socially in school due to both biological and environmental factors. Schools use assessments, functional behavior analysis, and behavioral intervention plans to help identify and support these students.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or demonstrate appropriate behavior over a long period of time and to a marked degree. It can include conditions such as anxiety, mood disorders, and schizophrenia. Students with emotional disturbance often struggle academically and socially in school due to both biological and environmental factors. Schools use assessments, functional behavior analysis, and behavioral intervention plans to help identify and support these students.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or demonstrate appropriate behavior over a long period of time and to a marked degree. It can include conditions such as anxiety, mood disorders, and schizophrenia. Students with emotional disturbance often struggle academically and socially in school due to both biological and environmental factors. Schools use assessments, functional behavior analysis, and behavioral intervention plans to help identify and support these students.
The document discusses different learning styles and elements that affect how students learn. It defines learning styles as how students concentrate, process, internalize, and remember new information. Learning styles involve physiological, cognitive, and affective elements. Physiological elements include environmental factors like sound, light, temperature, and classroom design. Emotional elements involve motivation, persistence, responsibility, and preference for structure. Sociological elements consider whether students learn best alone, in pairs, teams, or varied groups. Cognitive elements include brain dominance, conceptual tempo, mindstyles, psychological differentiation, modality, and multiple intelligences.
This document provides communication tips and general tips for working with children who have autism spectrum disorders. It suggests teaching functional communication skills in everyday activities with multiple opportunities to practice. It also recommends arranging environments to promote communication and reducing stressful speaking situations. When communicating with the child, it advises slowing down speech, using short simple sentences and visual/object supports. General tips include consistency, positive reinforcement, remaining neutral when addressing problem behaviors, and using few words. The document also answers common questions about autism symptoms, prevalence, intellectual abilities, special skills, treatment effectiveness, and elements of effective early intervention programs.
This document provides information about visual impairments including blindness. It defines visual impairment as an impairment that adversely affects educational performance, even with correction. Common signs of visual impairment in children include eyes that do not track or focus together, crossed or misaligned eyes, and sensitivity to light. The document outlines several specific types of visual impairments and strategies teachers can use to support students with visual impairments, including encouraging independence, communicating needs, and adapting instructional materials.
Support for Participants who have a Child with Truancy or Behavioural Problem...The Pathway Group
Participants who have a Child with Truancy or Behavioural Problems at School is part of the Supporting Families, Pathway2work activities which help families to connect and work through problems together.
If you would like more information about the services that Pathway2work: Supporting Families does please call: 0121 707 0550 or e-mail: info@pathwaygroup.co.uk
1. This chapter discusses physical, cognitive, and language development in early childhood. It covers topics like motor skill development, brain lateralization, Piaget's stages of cognitive development, and theories of mind.
2. The chapter also examines differences in intelligence, including measuring IQ, the normal distribution of IQ scores, and factors that influence individual differences in intelligence like heredity, family environment, and preschool education programs.
3. Language development milestones are discussed, including fast mapping of words, the grammar explosion period, and phonological awareness, as well as how language supports cognitive changes.
Autism is a neurological disorder characterized by difficulties in communication and social interaction, as well as restrictive or repetitive behaviors. While the causes are uncertain, genetics and environment likely play a role. Signs include lack of eye contact, difficulties with empathy and social cues, and repetitive behaviors like hand flapping or spinning. Diagnosis involves checking for lack of skills like words, social responsiveness, and play. Treatments include behavioral therapy and medication for related symptoms, with the goal of early detection and intervention. The document discusses implementing strategies from a paper on promoting engagement and communication for students with autism in inclusive classrooms.
This document provides tips and strategies for teaching students with special needs, including those with emotional/behavioral disorders, autism, and attention deficit hyperactivity disorder (ADHD). For each disorder, it discusses common behaviors, then provides instructional and behavioral strategies. The key recommendations are to evaluate each student's individual needs and strengths, provide clear and repeated directions using multiple modalities, maintain consistent routines, and reinforce positive behaviors. Special education support and behavior plans may also be needed.
Similar to Autism spectrum disorders presentation (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
2. 1. Old and New Classifications
2. Verbal vs. Performance Abilities
3. Executive function
4. Recent research in the news – is it accurate?
5. Tips for working with students
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5. *Disturbances in social relationships
*Difficulties with communication
*Unusual and repetitive interests and behaviors
*Deficient in executive functioning: trouble with
prioritization, impulse control, attention,
retention, organization
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6. Frontal
Posterior
Systems or object orientated not people
orientated
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8. Autistic Disorder Asperger’s Disorder Nonverbal Learning
Disabilities
Strong in performance Weak in performance Weak in performance
abilities abilities abilities
Weak in verbal tasks Strong in verbal tasks Strong in verbal tasks
Content to be loners Seek out social Seek out social
interaction, little success interaction, little success
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9. Subtests of Wechsler Adult Intelligence Scale
Purpose: illustrate the testing our students endure
Help understand performance vs. verbal abilities
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11. Part 1: 3-7 digits are reproduced
Part 2: 3-7 digits are reproduced backwards
Measures: attention, concentration, mental control
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25. Not one single thing
Believed to be an element of executive
dysfunction
Low energy and being out of touch with one’s
body and emotions
Difficulty in changing gears
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26. Difficulty starting things if stopped
Difficulty in stopping things started
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27. Might be able to do something easily one day
but run up against severe inertia with the
same task the next day
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28. Autism isn’t something constant like blindness or
deafness but rather something variable, more like
multiple sclerosis, fibromyalgia, or lupus. What
we can do one day, we can’t do every day. What
we can’t do one day, we might be able to do on
another.
www.unstrangemind.wordpress.com
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29. Journal of Child Psychology and
Psychiatry, January 2013
News media reporting children can “recover”
Behavioral therapy early in life
Deborah Fein of University of Connecticut
n= 34
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30. “Higher cognitive functioning and somewhat
milder initial symptoms”
Parent reports that participants “had typically
developed friends”
20% reported impairment in nonverbal social
interaction
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31. 3 - parent completion surveys
1 - clinician observing and scoring
1 - IQ test
1 - handedness test (left handedness is more
common in ASD)
2 - facial recognition and language
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32. Statement from the Autistic Self Advocacy
Network (ASAN)
Autism is a natural part of the human condition
and not something to recover from or eliminate.
The goal of autism research should be to create
happy Autistic people, not to encourage ‘passing
for non-Autistic’ without regard to the impact on
our quality of life.
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33. Every difficulty or issue cannot be “fixed”
Most important interventions are patience
and being positive
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34. Reinforce turn-taking when speaking with
others
Reinforce cues for when to
reply, interrupt, listen, change the topic, and
end the conversation
Wait longer than you usually would for an
answer
Make the same point several different ways
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35. Provide oral material in written form as well
Explain and point out the signals and clues
when a person is using sarcasm
When showing movies use closed captioning
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36. Remind often of assignments and due dates
If frequently forgetting materials, encourage
student to use peer assistance
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37. Do not give false praise
Provide
positive, explicit, appropriate, accurate, and
specific praise
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38. Normal levels of auditory and visual input
can be perceived as too much or too little
Keep the level of sensory stimulation within
the student’s ability to cope
Consider developing a crash room for
students with sensory overload
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39. Resistance to change is usually an indication
of stress
Explain fully what the change entails
Be as consistent as possible
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