This document discusses strategies for supporting students with emotional and behavioral disabilities during the transition from an alternative school placement back to their home schools. It provides background on common characteristics and perceptions of these students. It also outlines four major categories of support: social skills instruction, classroom management techniques, cooperative learning, and promoting positive self-image. Specific strategies are proposed under each category, such as explicitly teaching social skills, using individualized reward systems, assigning student roles in cooperative groups, and providing more praise to boost self-esteem. The goal is to help these students successfully transition back to their home schools.
This module will help you to —
• understand the genesis and importance of School Based Assessment,
• familiarize with learner-centred approaches for assessment,
• facilitate integration of teaching learning process with assessment procedures,
• develop context-based exemplars in the relevant subject areas for the purpose of assessment.
The presentation is an intellectual output developed within the GAME KA201 project : "UsinG online gAMe to tackle Early school leaving and reducing behavioral difficulties among pupils" 2019-1-PL01-KA201-064865. These theoretical materials concern behavioral disorders among students.
Established to prepare future educators to become fluent in comprehension and application of Positive Behavior Interventions and Supports (PBIS). The McDowell Institute is focused on cultivating excellence in future educators by strategically infusing a MTSS framework reflecting the principles and associated practices of Positive Behavior Support within pre-service educators’ coursework and practicum experiences.
Bonjour French Film Festival - Runner Up Young Spikes Indonesia 2013teguhtriguna
The Young Spikes Competitions are aimed at creatives who are aged 28 or under and employed in advertising/communications businesses in a skill discipline relevant to their chosen competition.
The Young Spikes Competitions provide Asia Pacific’s next generation of creative talent the opportunity to showcase their talent.
This module will help you to —
• understand the genesis and importance of School Based Assessment,
• familiarize with learner-centred approaches for assessment,
• facilitate integration of teaching learning process with assessment procedures,
• develop context-based exemplars in the relevant subject areas for the purpose of assessment.
The presentation is an intellectual output developed within the GAME KA201 project : "UsinG online gAMe to tackle Early school leaving and reducing behavioral difficulties among pupils" 2019-1-PL01-KA201-064865. These theoretical materials concern behavioral disorders among students.
Established to prepare future educators to become fluent in comprehension and application of Positive Behavior Interventions and Supports (PBIS). The McDowell Institute is focused on cultivating excellence in future educators by strategically infusing a MTSS framework reflecting the principles and associated practices of Positive Behavior Support within pre-service educators’ coursework and practicum experiences.
Bonjour French Film Festival - Runner Up Young Spikes Indonesia 2013teguhtriguna
The Young Spikes Competitions are aimed at creatives who are aged 28 or under and employed in advertising/communications businesses in a skill discipline relevant to their chosen competition.
The Young Spikes Competitions provide Asia Pacific’s next generation of creative talent the opportunity to showcase their talent.
jQuery concepts, allowing you to add interactions and animations to your pages adopted by most popular sites on the Internet.Hundreds of plug-ins and function have been developed to extend jQuery's functionality,jqery PPT,Web Development
Si Kecil Yang Berharga - A Campaign Against Smoking Around ChildrenJames Hezekiah
We dig deep insight, define target market, and create storyboard for the TVC and radio script. This project is dedicated to Project Jernih.
This project is under the supervision of DY Suharya (Executive Director of Alzheimer Indonesia) and Bernaldi Pamuntjak (Managing Director of Juara Idea Agency & Founder of Project Jernih)
James Hezekiah
Linggar Nusantra
Luthfia Kirana
Mayang Pastikaratri
Digga Hillary
As the data center network scales out (both through the addition of more servers per pod and the interconnection of more pods per data center), conventional Ethernet designs need to be modified. This section will consider the evolution from conventional network design to several
emerging standards that will support higher scalability and more complex network topologies.
Children’s Response to Art Activities Describing how a childJinElias52
Children’s Response to Art Activities
Describing how a child does what helps us understand a child’s feelings. Observing art activities allows a unique insight into every child, for no two children work with materials in the same way. Observe a child during an art activity. In the following section, complete each of the applicable items you observed. Give a brief statement for each applicable item.
Age/Grade Level of Child: ___________________________________________________________ Place/Time of Observation: __________________________________________________________ Amount of Time Spent Observing: ____________________________________________________
Movement:
What is the child’s posture like? What is the rhythm of body movements? What is the tempo of the body movements? How much and what kind of effort does the child expend? What kind of freedom does the child show in his or her body movements?
Facial Expression:
Describe the eyes of the child during the activity. Describe the mouth.
Sounds and Language:
From the items observed above, what can be surmised about the child’s emotional response to the materials? About the child’s self-awareness and self-concept?
If the voice is used, what is it like? What does the child say? (Direct quotes, if possible) Does the child chant, sing, use nonsense syllables or phrases, or tell stories while working?
Summary of Observation:
Describe the child’s self-awareness and self-concept as reflected in the use of art materials.
Week 6 Part 3
Nicole Richardson
Student Demographics
Sally is an eight-year-old Caucasian female in third grade, she is an only child with a diagnosis of ASD. Sally lives at home with her mother and father, Sally parents both work and Sally spends a majority of her time with her babysitter Sara.
Sally is a sweet kid most of the time. She loves to color and likes everything Jojo Siwa!
When Sally becomes agitated her behaviors included eloping, self injury, biting, hitting and screaming.
Interfering Behavior
Sally behaviors can be presented in different ways, from avoidance, fleeing, outburst, to getting out of her seat talking out of turn, becoming aggressive, and not completing assignments. She lacks the ability to think through her actions. (inpulsive)
Preventative strategies
Providing Sally with strategies to meet her needs, and give her different ways to prevent behaviors. Give Sally positive praise, encouragement and model positive behavior. Check the often for overstimulation. Offer Sally choices in manipulative tools for the task and guidance and positive redirection. Use a token board to reward positive beahvior, getting tokens as frequenly as a minute apart at first and then in time waiting longer.
Functional assessment
According to Sally’s school record, behaviors happen for attention or to escape work that she is not interested in. Her behavior continues until she either gets the attention she desires or until she does not have to complet ...
A course on Learning Theory and Implications for Instruction.
These slides: Try to explain how teachers raise learners' motivation. By discussing some important theories, and using different instructional techniques.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. Transition
The transition of students with severe
emotional/behavioral disabilities back to their home
schools may present challenges and opportunities for
to all stakeholders involved.
There are various things administrators, teachers and
parents can do in order to have a more seamless
transition.
3. Common Characteristic Perceptions for Students with
Emotional/Behavioral Disorders
Poor self-concept
Unaware
Explosive
Has mood swings
Has poor self-control
Intermittent attendance
Is self-abusive
Is disruptive, acts out
Adults are angry with them
Seen as loners, dropouts, dopers, or air heads
Seen as dangerous and rebellious
Seen as weird, dumb
Rebellious
Peers see them as entertaining
Viewed as resistive
(Rizza & Morrison, 2003)
4. Possible Subcategories for Students with
Emotional/Behavioral Disabilities
Behavioral/Defiance
Depression
Anxiety
Personality Disorders
(Rizza & Morrison, 2003)
6. Social Skills Instruction
Gilles & Smith (2003) explain that without age
appropriate social skills students will fall behind
academically and will have difficulty making and
keeping friends.
Special education teachers explicitly teach social
skills, and provide students practice.
It is imperative that students get “real world”
practice with skills shortly after they are taught.
GNETS teach the skills, but our students have
little opportunity for practice in the general ED
setting.
7. Strategies for Success
Give students and opportunity to meet their teachers and visit the school
before the transition takes place.
Ask the receiving teacher to assign a “buddy” to help bridge the gap.
Introduce each skill at the beginning of a week to the whole class (5-10 mini-
lesson)
Plan ahead for extra support with transitions and less structured times.
Use common strategies in a effort to build positive relations:
Engage in one-to-one interactions with children
Get on the child’s level for face-to-face interactions
Use a pleasant, calm voice and simple language
Provide warm, responsive physical contact
Follow the child’s lead and interest during play
Help children understand classroom expectations
8. Peer Tutoring
Bowman-Perrott, Greenwood, & Tapia (2007)
suggest using peer tutoring with students with
emotional/behavioral disabilities
It is important, for these students, to allow them
an opportunity to be the tutor and the tutee
Some of the benefits include: practice with social
skills, one-to-one instruction, opportunities to
make errors without a large audience, and
increased time spent on academic behaviors
9. Cooperative Groups
Groves (2006) states cooperative groups can be useful
for students with social/emotional disabilities when
done in a structured way
Assign roles to each member (time keeper, material
manager, recorder, etc.)
Have each child get a chance to do each role
10. Identify the Plan for when the student needs extra
support
Who will the student be able to access?
Develop a signal to let the teacher know they need to step
out.
Have a viable plan in place for missed work—so that
stepping out does not become a method for avoiding
work.
11. Classroom Management Techniques
The most effective classroom management techniques for students
with emotional/behavioral disabilities are individualized reward
systems and self-monitoring systems
Reward systems allow students to save up tokens, points, or tickets
that they earn for positive behavior and good class work. They then
hand in these tokens, points, or tickets for a reinforcer of their choice
Self-monitoring systems have students monitor their own progress at
a selected skill at predetermined time intervals
(De I’Etoile, 2005)
12. Strategies to avoid problems
Establish consistent routines and expectations.
Tell students early on about any schedule changes.
Follow Behavior Intervention Plans.
Keep written documentation of behavioral concerns.
Set guidelines for what behavior constitutes removal from
class and what process a student must follow to be allowed to
return
Provide previews of lessons, assignments, or assessments
Minimize anxiety-triggering experiences
13. I have had a problem, now what?
Provide a cool down time for smaller issues.
“Cool down time” may look different for different ages and
developmental levels of students.
Provide a safe place where the student can step away for a minute
(quiet chair, desk in the corner, stand outside the door but in
teacher’s view, pass to the bathroom..etc…).
14. Promote Positive Self-Image
Hunter and Jones (2006) explain that students with
emotional/behavioral disabilities need more praise than
the average student. If you provide them the attention
they crave when they are doing the right thing, they often
won’t feel the need to act out
Displaying student work promotes a positive self-image
and a serious work ethic
Peer tutoring, which was mentioned earlier, also helps
improve self-image
Make your class less “scary” by walking student through
the steps of your lesson (stop the cycle of failure)
If the student has difficulty making choices, choosing
topics, etc. provide student with a short list of ideas to
choose from
15. There is a correlation between
Academic deficits and EBD
50% of students
with EBD drop
out of school
Students present
more learning
problems than their
peers without
disabilities
Students often lack
basic academic skills
along with negative
behaviors
(U.S. Department of Education as quoted in Pierce, 2004; Reschly, 2006; Hallahan, 2009).
16. Improving Academic Outcomes for
Students with EBD
Differentiate instruction and scaffold learning
Our students act other rather than display academic
deficits.
Break tasks down into smaller “chunks” and establish
check-in points.
Provide instruction in both written and oral forms.
Pre-teach lessons and use peer tutoring.
Provide class notes for students with writing difficulties or
attention issues.
Utilize picture cues and visual maps.
17. Charting Data
For some students it may be helpful to have students
monitor their progress over time using a graph
To do this students would total their “points”
received on their self monitoring system at the end of
each art period
They would then chart their progress for that day
before leaving
18. Resources
Bowman-Perrott, L. J., Greenwood, C. R., & Tapia, Y. (2007). The Efficacy of CWPT Used in
Secondary Alternative School Classrooms with Small Teacher/Pupil Ratios and Students with
Emotional and Behavior Disorders, Education and Treatment of Children, 30 (3), 65-87.
De I’Etoile, S. K. (2005). Teaching Music to Special Learners: Children with Disruptive Behavior
Disorders. Music Educators Journal, 91 (5), 37-43.
Gilles, D. L. & Smith, S. W. (2003). Using Key Instructional Elements to Systematically Promote
Social Skill Generalization for Students with Challenging Behavior. Intervention in School and
Clinic, 37 (1), 30-37.
Groves, J. E. (2006). Art as a Behavior Modification Tool. Multicultural Education, 13 (4), 55-7.
Haukaas, P. M. (2003). Tranquil Light. Retrieved from
http://www.vsarts.org/prebuilt/artists/registry/artistdetail.cfm?ArtistID=3678832
Hunter, A. D., & Johns, B. H. (2006). Students with Emotional and/or Behavior Disorders. In B.
Gerber & D. Guay (Eds.), Reaching and Teaching Students with Special Needs through Art
(pp.43-60). Reston, VA: National Art Education Association.
Nash, D. (1998). Mango Light. Retrieved from
http://www.vsarts.org/prebuilt/artists/registry/artistdetail.cfm?ArtistID=3678599
Rizza, M. & Morrison, W. (2003). Uncovering Stereotypes and Identifying Characteristics of
Gifted Students and Students with Emotional/Behavioral Disabilities. Reoper Review, 25 (2),
73-77.
Young, J. (2006). Water Lillies. Retrieved from
http://www.vsarts.org/prebuilt/artists/registry/artistdetail.cfm?ArtistID=3679250