Occupational therapists can play an important role in helping schools reduce the use of restraint and seclusion. They can use assessments to identify sensory, motor, social, and cognitive factors contributing to aggressive behaviors. Occupational therapists can then work with teams to develop student-centered interventions focusing on self-regulation, relaxation, and managing symptoms associated with aggression. Occupational therapists can also address environmental factors and promote mental health for all students. At different levels, occupational therapists can work on promotion, prevention, and intervention to reduce restraint and seclusion.
The document summarizes three approaches to improving school discipline practices: ecological approaches to classroom management, schoolwide positive behavioral supports (SWPBS), and social and emotional learning (SEL). Ecological approaches focus on improving the quality and engagement of classroom activities. SWPBS establishes schoolwide systems to teach and reward positive behaviors while intervening with at-risk students. SEL builds students' social-emotional skills and sense of connection to improve self-discipline. While different, the approaches can be combined to create environments that promote learning, development, and order.
IDENTIFYING THE BEHAVIOR PATTERNS THAT INFLUENCE ON STUDENTS' ACHIEVEMENT IN ...Arul Sekar J.M.
Generally, the behavior patterns concern the social significance of values. This paper highlights the various behavior
patterns like planner behavior, solution-oriented behavior, and prescriptive behavior patterns. The main objective of the
present study is to identify the behavior patterns that influence students' achievement in psychological foundations of
learning and development: a case of Mekelle University, Ethiopia in general. The one hundred PGDT student teachers
were participating in this research. The data were collected by Behavior Pattern Rating Scale created and standardized
by Nihat Caliskan (Caliskan et al., 2017) and the investigator developed a self-made questionnaire for students'
achievement in psychological foundations of learning and development. The data were analyzed by 't' test and
Pearson's product-moment correlation. The results of the study revealed that there is no significant difference was found
in the relationship between behavior patterns and psychological foundations of learning and development.
1. The Child and Family Psychology Programme at the University of Canterbury trains psychologists to work with children and families across multiple settings like mental health, paediatrics, schools, and NGOs.
2. The programme uses an ecological systems theory approach and problem-based learning to prepare graduates to assess and help complex cases involving children and families.
3. Graduates report that the programme's emphasis on understanding contexts and systems has benefited them in practice, such as providing insights for working with military families.
Influence of gender, types of school and occupational stress on pupil control...Alexander Decker
This document summarizes a study that examined the influence of gender, school type, and occupational stress on teachers' pupil control ideology in India. The study found:
1) Occupational stress had the greatest influence on pupil control ideology, accounting for 51% of the variability. Gender accounted for 9% and school type 4%.
2) Male and female teachers did not differ significantly in their pupil control ideology.
3) Teachers in government schools were found to be more custodial in their approach than teachers in other types of schools such as private or religious schools.
4) A significant positive correlation was found between occupational stress and pupil control ideology, with higher stress associated with a more custodial approach.
Productive disciplinary engagement according to students’ school levels: a co...IOSR Journals
This document summarizes a research study that compares the productive disciplinary engagement of students at different school levels in gymnastics lessons in Tunisia. The study uses two theoretical frameworks: the theory of didactic joint action and the concept of productive disciplinary engagement. Ethnographic observations and video recordings of lessons were analyzed to describe student task transformations. Results showed how breaks in the didactic contract allowed knowledge progression and student contributions. Patterns of engagement were identified for strong and weak students. Productive disciplinary engagement was characterized by principles of problematizing, authority, accountability, and access to resources. The frameworks were found to be complementary for analyzing student engagement and the conditions created by teachers.
This document discusses restorative practices, an approach used in schools to improve school climate, discipline, and safety. It describes two examples of restorative practices in action. In the first, a talking circle is used to address problems in a chaotic art class, leading the students to develop a plan to improve the class. In the second, a restorative conference is held for two girls who made a "hit list", allowing all affected parties to discuss the impact and make amends. The document also outlines the essential elements of restorative practices, ranging from informal affective statements to more formal conferences. Schools implementing these practices have seen reductions in suspensions, discipline issues, and bullying.
Classroom Management The Challenge of Changeijtsrd
Undesirable behavior is inevitable inside and outside the school premises. This research addresses the importance of classroom management as one of the important factor that prevents the occurrence of undesirable behavior of the learners. Based on the findings, the ideal classroom management practices lead and connect teachers and learners to meet the model desirable behavior inside and outside the school premises. Indicators include Establishing clear learning outcomes, behavior management and maximizing in giving praise to the learners. Classroom management has shown to be one of the most important factors that teachers need to consider before the school year. The data has shown that in dealing with students behavior, teacher must develop a strategy that not just only address a single behavior but a multi strategy that meet the needs of the learners. Judith N. Ubod ""Classroom Management: The Challenge of Change"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30273.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30273/classroom-management-the-challenge-of-change/judith-n-ubod
This document reviews literature on teacher motivation and strategies for motivating students. It discusses how motivation plays a key role in learning, and how teachers can support student motivation through various methods like building relationships, providing feedback, and connecting lessons to students' lives. The document also examines factors that can motivate or demotivate teachers, such as students, workload, salaries and autonomy. It concludes that understanding teacher motivation is important for enhancing student motivation and learning outcomes.
The document summarizes three approaches to improving school discipline practices: ecological approaches to classroom management, schoolwide positive behavioral supports (SWPBS), and social and emotional learning (SEL). Ecological approaches focus on improving the quality and engagement of classroom activities. SWPBS establishes schoolwide systems to teach and reward positive behaviors while intervening with at-risk students. SEL builds students' social-emotional skills and sense of connection to improve self-discipline. While different, the approaches can be combined to create environments that promote learning, development, and order.
IDENTIFYING THE BEHAVIOR PATTERNS THAT INFLUENCE ON STUDENTS' ACHIEVEMENT IN ...Arul Sekar J.M.
Generally, the behavior patterns concern the social significance of values. This paper highlights the various behavior
patterns like planner behavior, solution-oriented behavior, and prescriptive behavior patterns. The main objective of the
present study is to identify the behavior patterns that influence students' achievement in psychological foundations of
learning and development: a case of Mekelle University, Ethiopia in general. The one hundred PGDT student teachers
were participating in this research. The data were collected by Behavior Pattern Rating Scale created and standardized
by Nihat Caliskan (Caliskan et al., 2017) and the investigator developed a self-made questionnaire for students'
achievement in psychological foundations of learning and development. The data were analyzed by 't' test and
Pearson's product-moment correlation. The results of the study revealed that there is no significant difference was found
in the relationship between behavior patterns and psychological foundations of learning and development.
1. The Child and Family Psychology Programme at the University of Canterbury trains psychologists to work with children and families across multiple settings like mental health, paediatrics, schools, and NGOs.
2. The programme uses an ecological systems theory approach and problem-based learning to prepare graduates to assess and help complex cases involving children and families.
3. Graduates report that the programme's emphasis on understanding contexts and systems has benefited them in practice, such as providing insights for working with military families.
Influence of gender, types of school and occupational stress on pupil control...Alexander Decker
This document summarizes a study that examined the influence of gender, school type, and occupational stress on teachers' pupil control ideology in India. The study found:
1) Occupational stress had the greatest influence on pupil control ideology, accounting for 51% of the variability. Gender accounted for 9% and school type 4%.
2) Male and female teachers did not differ significantly in their pupil control ideology.
3) Teachers in government schools were found to be more custodial in their approach than teachers in other types of schools such as private or religious schools.
4) A significant positive correlation was found between occupational stress and pupil control ideology, with higher stress associated with a more custodial approach.
Productive disciplinary engagement according to students’ school levels: a co...IOSR Journals
This document summarizes a research study that compares the productive disciplinary engagement of students at different school levels in gymnastics lessons in Tunisia. The study uses two theoretical frameworks: the theory of didactic joint action and the concept of productive disciplinary engagement. Ethnographic observations and video recordings of lessons were analyzed to describe student task transformations. Results showed how breaks in the didactic contract allowed knowledge progression and student contributions. Patterns of engagement were identified for strong and weak students. Productive disciplinary engagement was characterized by principles of problematizing, authority, accountability, and access to resources. The frameworks were found to be complementary for analyzing student engagement and the conditions created by teachers.
This document discusses restorative practices, an approach used in schools to improve school climate, discipline, and safety. It describes two examples of restorative practices in action. In the first, a talking circle is used to address problems in a chaotic art class, leading the students to develop a plan to improve the class. In the second, a restorative conference is held for two girls who made a "hit list", allowing all affected parties to discuss the impact and make amends. The document also outlines the essential elements of restorative practices, ranging from informal affective statements to more formal conferences. Schools implementing these practices have seen reductions in suspensions, discipline issues, and bullying.
Classroom Management The Challenge of Changeijtsrd
Undesirable behavior is inevitable inside and outside the school premises. This research addresses the importance of classroom management as one of the important factor that prevents the occurrence of undesirable behavior of the learners. Based on the findings, the ideal classroom management practices lead and connect teachers and learners to meet the model desirable behavior inside and outside the school premises. Indicators include Establishing clear learning outcomes, behavior management and maximizing in giving praise to the learners. Classroom management has shown to be one of the most important factors that teachers need to consider before the school year. The data has shown that in dealing with students behavior, teacher must develop a strategy that not just only address a single behavior but a multi strategy that meet the needs of the learners. Judith N. Ubod ""Classroom Management: The Challenge of Change"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30273.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30273/classroom-management-the-challenge-of-change/judith-n-ubod
This document reviews literature on teacher motivation and strategies for motivating students. It discusses how motivation plays a key role in learning, and how teachers can support student motivation through various methods like building relationships, providing feedback, and connecting lessons to students' lives. The document also examines factors that can motivate or demotivate teachers, such as students, workload, salaries and autonomy. It concludes that understanding teacher motivation is important for enhancing student motivation and learning outcomes.
This document provides background information on a study examining the effects of incorporating cross-lateral movement patterns into math instruction. It discusses research showing links between physical activity, brain development, and cognition. The study aims to test if including a daily cross-lateral movement routine before math lessons improves 3rd grade students' math accuracy and fluency on weekly timed tests. It outlines the study design, participants, researchers, purpose, research question, definitions of key terms, and rationale for exploring this type of bodily-kinesthetic intervention.
Positive Support Approach To Behavior Management In The ClassroomKyle Brophy
1. The document discusses positive behavior support approaches for managing behavior in the classroom. It emphasizes understanding behavior as communication, presuming student intellect and interest in improving, and avoiding reinforcing negative behaviors.
2. Research shows teachers' perceptions and expectations can negatively impact student achievement, especially for African American students. These perceptions are often based on stereotypes rather than reality.
3. Maladaptive student behaviors result from multiple influences, including student-teacher interactions and environmental factors. Positive behavior support addresses the underlying causes through communication and support instead of punishment.
This document discusses a study that examined the effects of an Experiential Cooperative Concept Mapping (ECCM) instructional approach on secondary school students' motivation to learn physics in Nyeri County, Kenya. The study used a quasi-experimental research design involving 513 students from 12 schools. Students in the experimental groups were taught using ECCM, while the control groups used Regular Teaching Methods. Results from pre- and post-tests using a Student Motivation Questionnaire found that students taught with ECCM had significantly higher motivation to learn physics compared to those taught with regular methods. The researchers recommend using ECCM to address low student motivation in physics.
Relational Assessment between Teacher's Implicit Theories, Rating Judgments a...AJHSSR Journal
In the context of the complementary roles (teacher-student), the teacher's implicit theories
interfere and form the educational relationship, direct the categorization, the resulting expectations and the
behaviors of the interacting persons, thus obstructing or facilitating the learning process. The aim of the present
study is to outline aspects of the teachers' implicit theories and discuss whether they can be altered, emphasizing
on the emergence of the imaginary element relying on student assessment. In order to achieve the aim above, a
meta-analysis of a series of four researches is carried out examining the ways that the implicit theories of
teachers are linked to the assessment judgments and the consequent expectations for student assessment.
This document discusses a pilot study that assessed the effects of a mindfulness training program adapted for teachers on stress, burnout, and teaching efficacy. The study found that teachers who participated in the mindfulness-based stress reduction course showed significant reductions in psychological symptoms and burnout, improvements in classroom organization and attention, and increases in self-compassion, compared to declines seen in the control group. Mindfulness training may help teachers enhance attention, regulate emotions, improve coping skills for stress, and foster qualities like empathy that can improve classroom environment. However, more rigorous research is still needed to fully understand the potential benefits of mindfulness for teachers.
Assessment of Student Engagement in Higher Education: A Synthesis of Literature and Assessment Tools .......... 1
B. Jean Mandernach, PhD
The Relevance of using Heuristic Strategies Problem Solving Strategies in your Math Lessons .............................. 15
Costică Lupu
The Effects of Three Types of Instructor Posting on Critical Thinking and Social Presence: No Posting, Facilitating
Discourse, and Direct Instruction ....................................................................................................................................... 26
Jamie Costley
Change in the Era of Common Core Standards: A Mathematics Teacher‟s Journey .................................................. 48
Laura B. Kent
Cooperative Learning Effectiveness in the Bureaucratic School: Views of Greek Secondary Education Teachers 64
Konstantina Koutrouba and Ioannis Christopoulos
Peer Tutoring as an Approach in Analysing Case Studies in a Business English Course .......................................... 89
Siew Fong Lin
A Case Study Exploring Junior High School Students’ Interaction Behavior in a Learning Community on
Facebook: Day and Time...................................................................................................................................................... 99
Chun-Jung Chen and Sheng-Yi Wu
Towards a Framework for Culturally Responsive Educational Leadership............................................................... 107
Brian Vassallo
The Survey on Classroom Discussion of Middle School Students .............................................................................. 121
Hua Zhang, Jinhui Cheng, Xinyu Yuan and Ying Zhang
How to choose thesis topic | Bed | Med Thesis description | Guidelines | AIOU...NaumanMalik30
AOA #is tutorials ma meny apko aiou and vu thesis solve kraya; guide kia .
Here is my #slideshare #link for downloading thesis.
.
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umeed hai ki aapko ye video achi lgi.
Please Share, Support, follow , Subscribe!!! or if u Need help me?
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About : Nauman Malik is actually a YouTube Channel, where you will find #University
courses videos #Artificial_intelligence #cs607 #robotic technological videos in Urdu_
Hindi, #keep in touch for your Future #needs So don’t forgot to subscribe :)
This study evaluated the use of classroom-based functional and adjunctive assessments to select interventions for two adolescents diagnosed with attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD). Functional assessments involved systematically manipulating environmental variables in the classroom to determine their relationship to problem behaviors. Adjunctive assessments explored how modifying curriculum-related factors like task length could impact behavior, without directly examining behavioral function. Interventions developed from the assessment results significantly reduced problem behaviors and were viewed as effective and feasible by teachers and students. The assessments provided individualized strategies to address the heterogeneity of ADHD-ODD symptoms when previous treatments had not succeeded.
This study examined 12 classroom assessments across 3 social studies classes taught by one teacher to understand student perceptions, motivation, effort, goals, and achievement. The assessments varied and included tests, performances, individual and group work, and teacher-written and student-written rubrics. Surveys after each assessment measured student perceptions of the task, their self-efficacy, effort invested, goal orientations, and strategy use. Achievement levels also varied across assessments. The study aimed to describe these variables and how they differed for each assessment and between class levels and assessment types.
This document provides an overview of learning, including:
1. Definitions of learning from Gates and Woodworth focus on modification of behavior through experience.
2. Characteristics of learning include it being a change in behavior, a continuous lifelong process, universal, purposive, and involving reconstruction of experiences.
3. Types of learning discussed are motor, verbal, problem solving, and attitude learning.
4. Social learning theory emphasizes learning through observation, internal mental states, and that learning does not guarantee behavior change. Operant conditioning theory states that behavior is a function of consequences through which people learn what is desirable or not. Classical conditioning involves reflexive reactions to certain events.
Using Bronfenbrenner’s ecological theory of human development as the framework, this study explores how the ecological context of student teachers affect their belief development during the teaching practicum. Findings reveal that during the teaching practicum, student teachers interacted directly or indirectly with their ecological environments, including students, parents, mentors, supervisors, school policies, culture and social trends, which led them to develop, confirm, integrate, discard, or modify their beliefs. Findings also reveal that ecological environments may not only encourage but also impede student teachers’ belief development depending on what kind of influences they exert on them. Lastly, findings suggest that although macrosystem locates the most distant in student teachers’ ecological environments, factors within it may exert a huge influence on other environments and thus have a huge impact on student teachers. Based on the above findings, this study calls upon more opportunities for student teachers to participate in real-world professional practice so that they can put their beliefs to test. More training is also needed for mentors and supervisors to support student teachers’ belief development.
Teacher wellbeing a new prespective - by dr anan azouzAnan Azouz
This document discusses teacher wellbeing and its importance. It begins by stating that healthy, motivated teachers positively impact student wellbeing, attainment and overall school performance. It then discusses various causes of teacher stress like workload, accountability pressures, and large class sizes. High stress can lead to burnout and negative impacts on teaching quality. The document also discusses the importance of social-emotional competencies for teachers, which are linked to better classroom management, relationships with students, and student outcomes. It proposes assessing teacher wellbeing and establishing a sense of urgency around addressing it in order to improve teacher retention, involvement, and student results. The overall goal is to convince school leadership of the need to prioritize initiatives to enhance teacher wellbeing.
The document discusses the health education process and contrasts it with the nursing process. It defines health education as a process that enables people to make informed decisions about their health. The health education process involves assessing learners' needs, designing and implementing teaching, and evaluating the results. It also discusses determining learners' learning needs, readiness to learn, and learning styles as important parts of the assessment stage of the process. The nursing process involves assessing patients' physical and psychosocial needs, developing care plans based on goals, implementing interventions, and determining outcomes.
This document summarizes a study that investigated how different digital reflection and feedback environments impacted pre-service teachers' beliefs and self-efficacy during a teaching practicum. The study compared three conditions: 1) face-to-face reflection and feedback only, 2) addition of text-based digital reflection and feedback, and 3) addition of video-based digital reflection and feedback. Results showed that traditional beliefs increased more in the text-based condition, while constructivist beliefs decreased less in the video-based condition compared to the other conditions. Self-efficacy increased in all conditions. Content analysis revealed that reflections and feedback were more positive and at a higher cognitive level in the video-based condition. The study provides insights into how
Social and emotional learning (SEL) involves developing skills like self-awareness, relationship skills, and responsible decision-making. The document discusses how SEL benefits children in several ways: it improves school performance, relationships, emotional adjustment, and mental health. SEL is especially important for children in contexts of violence or conflict, as it helps build resilience. Effective SEL programs aim to empower children and promote skills like conflict resolution. Integrating SEL into education can help children cope with adversity and prevent future conflicts. Teachers play a key role in SEL by supporting safe, caring classrooms that foster social and emotional development along with academic learning.
This document discusses strategies for managing behavior in preschool classrooms, specifically praise, planned ignoring, and classroom rules. It provides an overview of each strategy and guidelines for effective implementation. Praise is shown to increase appropriate behavior when delivered contingently, immediately, consistently, and with specificity about the praised behavior. Planned ignoring can reduce undesired behaviors by withholding attention. Classroom rules establish clear behavioral expectations to guide students' conduct. The strategies aim to improve teacher-student relationships and foster positive learning environments.
This document discusses youth disaffection in education. It defines key terms like disaffection, giftedness, self-efficacy, and motivation. It notes that disaffection is influenced by teaching methods and teacher-student relationships. It suggests schools need better social opportunities for students to feel engaged. The document also discusses how listening to disaffected youth can help educators understand needed improvements. It critiques the practice of homogeneous ability grouping, noting it can be disaffecting by labeling students.
Reflections and Conceptions Analysis of the Neosphere’s Actors on Teaching Po...Premier Publishers
This study described specific characteristics of the Questionnaire of Trainers’ Conceptions (QTC) for neosphere’s actors used to assess the trainers’ conception thinking about new useful practice of pole vault in physical education program. The purpose of this study is to analyze its subscales and items validity and reliability in a sample of trainers from Tunisia. The questionnaire was applied to 238 actors of neospher, beside with five subscales to measure trainers’ conception (strategy, orientation, expectations, personality and security). Results concerning factor validity, highlighted the coherence between the internal structure of the questionnaire throw an exploratory factor analyses and a confirmatory factor analyses with Cronbach's alphas range between (0.73 and 0.94). Regarding criterion validity, the QTC subscales are positively correlated and determined between (r = 0.44 and r = 0.79; p < 0.01). The reliability of the questionnaire factors and items are both adequate. It is concluded that the construct is valid and reliable through our population study.
1. The study examined the relationship between emotional-behavioral traits and rhythm imitation performance in 100 5th grade elementary school students.
2. Students were assessed for internalizing vs. externalizing emotional-behavioral traits using standardized tests. They then completed rhythm imitation tasks that were analyzed based on completion, accuracy, intensity, pace, and grouping.
3. The results showed significant differences between students with internalizing vs. externalizing traits in task completion, accuracy, intensity, and pace, suggesting rhythm performance reflects one's emotional and behavioral characteristics.
The Israeli homeroom teacher’s role is relatively unique. Correlations between professional identity, burnout, and emotional well-being have been researched among various teacher populations. This study researched these correlations among teachers and homeroom teachers in three seniority groups. Professional identity, burnout, and emotional well-being questionnaires were answered by 431 teachers in Israeli elementary schools, around half of who were homeroom teachers. MANOVA analysis produced different interactions between seniority groups and position, regarding emotional exhaustion and depersonalization in burnout, and self-efficacy in professional identity. Regression analysis for predicting emotional well-being according to professional identity and burnout, produced different models among the groups, reflecting different aspects of two kinds of roles.
Skanwear is a company that manufactures arc flash and flame resistant clothing. This newsletter provides the following updates:
1) Skanwear has expanded significantly in recent years and developed its own line of high quality arc flash garments called Strata.
2) Many new employees have been hired as the company grows internationally. Skanwear has also won several large contracts to supply clothing to companies like GE, ABB, and Western Power Distribution.
3) Skanwear is continually innovating and improving its product line. Recent developments include new hi-visibility arc flash clothing and a lightweight waterproof collection undergoing field testing. The company is also upgrading its product development facilities.
4) Articles provide
A verse by verse commentary on Micah 2 dealing with man making plans for evil, but God is making plans for them to fail and be judged. Then the prophet deals with the false prophets who refuse to believe in judgment.
This document provides background information on a study examining the effects of incorporating cross-lateral movement patterns into math instruction. It discusses research showing links between physical activity, brain development, and cognition. The study aims to test if including a daily cross-lateral movement routine before math lessons improves 3rd grade students' math accuracy and fluency on weekly timed tests. It outlines the study design, participants, researchers, purpose, research question, definitions of key terms, and rationale for exploring this type of bodily-kinesthetic intervention.
Positive Support Approach To Behavior Management In The ClassroomKyle Brophy
1. The document discusses positive behavior support approaches for managing behavior in the classroom. It emphasizes understanding behavior as communication, presuming student intellect and interest in improving, and avoiding reinforcing negative behaviors.
2. Research shows teachers' perceptions and expectations can negatively impact student achievement, especially for African American students. These perceptions are often based on stereotypes rather than reality.
3. Maladaptive student behaviors result from multiple influences, including student-teacher interactions and environmental factors. Positive behavior support addresses the underlying causes through communication and support instead of punishment.
This document discusses a study that examined the effects of an Experiential Cooperative Concept Mapping (ECCM) instructional approach on secondary school students' motivation to learn physics in Nyeri County, Kenya. The study used a quasi-experimental research design involving 513 students from 12 schools. Students in the experimental groups were taught using ECCM, while the control groups used Regular Teaching Methods. Results from pre- and post-tests using a Student Motivation Questionnaire found that students taught with ECCM had significantly higher motivation to learn physics compared to those taught with regular methods. The researchers recommend using ECCM to address low student motivation in physics.
Relational Assessment between Teacher's Implicit Theories, Rating Judgments a...AJHSSR Journal
In the context of the complementary roles (teacher-student), the teacher's implicit theories
interfere and form the educational relationship, direct the categorization, the resulting expectations and the
behaviors of the interacting persons, thus obstructing or facilitating the learning process. The aim of the present
study is to outline aspects of the teachers' implicit theories and discuss whether they can be altered, emphasizing
on the emergence of the imaginary element relying on student assessment. In order to achieve the aim above, a
meta-analysis of a series of four researches is carried out examining the ways that the implicit theories of
teachers are linked to the assessment judgments and the consequent expectations for student assessment.
This document discusses a pilot study that assessed the effects of a mindfulness training program adapted for teachers on stress, burnout, and teaching efficacy. The study found that teachers who participated in the mindfulness-based stress reduction course showed significant reductions in psychological symptoms and burnout, improvements in classroom organization and attention, and increases in self-compassion, compared to declines seen in the control group. Mindfulness training may help teachers enhance attention, regulate emotions, improve coping skills for stress, and foster qualities like empathy that can improve classroom environment. However, more rigorous research is still needed to fully understand the potential benefits of mindfulness for teachers.
Assessment of Student Engagement in Higher Education: A Synthesis of Literature and Assessment Tools .......... 1
B. Jean Mandernach, PhD
The Relevance of using Heuristic Strategies Problem Solving Strategies in your Math Lessons .............................. 15
Costică Lupu
The Effects of Three Types of Instructor Posting on Critical Thinking and Social Presence: No Posting, Facilitating
Discourse, and Direct Instruction ....................................................................................................................................... 26
Jamie Costley
Change in the Era of Common Core Standards: A Mathematics Teacher‟s Journey .................................................. 48
Laura B. Kent
Cooperative Learning Effectiveness in the Bureaucratic School: Views of Greek Secondary Education Teachers 64
Konstantina Koutrouba and Ioannis Christopoulos
Peer Tutoring as an Approach in Analysing Case Studies in a Business English Course .......................................... 89
Siew Fong Lin
A Case Study Exploring Junior High School Students’ Interaction Behavior in a Learning Community on
Facebook: Day and Time...................................................................................................................................................... 99
Chun-Jung Chen and Sheng-Yi Wu
Towards a Framework for Culturally Responsive Educational Leadership............................................................... 107
Brian Vassallo
The Survey on Classroom Discussion of Middle School Students .............................................................................. 121
Hua Zhang, Jinhui Cheng, Xinyu Yuan and Ying Zhang
How to choose thesis topic | Bed | Med Thesis description | Guidelines | AIOU...NaumanMalik30
AOA #is tutorials ma meny apko aiou and vu thesis solve kraya; guide kia .
Here is my #slideshare #link for downloading thesis.
.
Asssignments k lia facebook link per contact krain
umeed hai ki aapko ye video achi lgi.
Please Share, Support, follow , Subscribe!!! or if u Need help me?
Facebook: https://web.facebook.com/Nauman1
Linkedin : https://bit.ly/2DYFgTg
Download #Artificial_intelligence_slides https://bit.ly/2HTb3dD
Subscribe Nauman Malik channel: https://bit.ly/2t1P3Dd
Cs607 #playlist on Youtube: https://bit.ly/2DNUjQM
Instagram: https://www.instagram.com/nauman_mlik/
Google Plus: https://bit.ly/2MSJq3n
BLOGspot https://naumanai.blogspot.com/
About : Nauman Malik is actually a YouTube Channel, where you will find #University
courses videos #Artificial_intelligence #cs607 #robotic technological videos in Urdu_
Hindi, #keep in touch for your Future #needs So don’t forgot to subscribe :)
This study evaluated the use of classroom-based functional and adjunctive assessments to select interventions for two adolescents diagnosed with attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD). Functional assessments involved systematically manipulating environmental variables in the classroom to determine their relationship to problem behaviors. Adjunctive assessments explored how modifying curriculum-related factors like task length could impact behavior, without directly examining behavioral function. Interventions developed from the assessment results significantly reduced problem behaviors and were viewed as effective and feasible by teachers and students. The assessments provided individualized strategies to address the heterogeneity of ADHD-ODD symptoms when previous treatments had not succeeded.
This study examined 12 classroom assessments across 3 social studies classes taught by one teacher to understand student perceptions, motivation, effort, goals, and achievement. The assessments varied and included tests, performances, individual and group work, and teacher-written and student-written rubrics. Surveys after each assessment measured student perceptions of the task, their self-efficacy, effort invested, goal orientations, and strategy use. Achievement levels also varied across assessments. The study aimed to describe these variables and how they differed for each assessment and between class levels and assessment types.
This document provides an overview of learning, including:
1. Definitions of learning from Gates and Woodworth focus on modification of behavior through experience.
2. Characteristics of learning include it being a change in behavior, a continuous lifelong process, universal, purposive, and involving reconstruction of experiences.
3. Types of learning discussed are motor, verbal, problem solving, and attitude learning.
4. Social learning theory emphasizes learning through observation, internal mental states, and that learning does not guarantee behavior change. Operant conditioning theory states that behavior is a function of consequences through which people learn what is desirable or not. Classical conditioning involves reflexive reactions to certain events.
Using Bronfenbrenner’s ecological theory of human development as the framework, this study explores how the ecological context of student teachers affect their belief development during the teaching practicum. Findings reveal that during the teaching practicum, student teachers interacted directly or indirectly with their ecological environments, including students, parents, mentors, supervisors, school policies, culture and social trends, which led them to develop, confirm, integrate, discard, or modify their beliefs. Findings also reveal that ecological environments may not only encourage but also impede student teachers’ belief development depending on what kind of influences they exert on them. Lastly, findings suggest that although macrosystem locates the most distant in student teachers’ ecological environments, factors within it may exert a huge influence on other environments and thus have a huge impact on student teachers. Based on the above findings, this study calls upon more opportunities for student teachers to participate in real-world professional practice so that they can put their beliefs to test. More training is also needed for mentors and supervisors to support student teachers’ belief development.
Teacher wellbeing a new prespective - by dr anan azouzAnan Azouz
This document discusses teacher wellbeing and its importance. It begins by stating that healthy, motivated teachers positively impact student wellbeing, attainment and overall school performance. It then discusses various causes of teacher stress like workload, accountability pressures, and large class sizes. High stress can lead to burnout and negative impacts on teaching quality. The document also discusses the importance of social-emotional competencies for teachers, which are linked to better classroom management, relationships with students, and student outcomes. It proposes assessing teacher wellbeing and establishing a sense of urgency around addressing it in order to improve teacher retention, involvement, and student results. The overall goal is to convince school leadership of the need to prioritize initiatives to enhance teacher wellbeing.
The document discusses the health education process and contrasts it with the nursing process. It defines health education as a process that enables people to make informed decisions about their health. The health education process involves assessing learners' needs, designing and implementing teaching, and evaluating the results. It also discusses determining learners' learning needs, readiness to learn, and learning styles as important parts of the assessment stage of the process. The nursing process involves assessing patients' physical and psychosocial needs, developing care plans based on goals, implementing interventions, and determining outcomes.
This document summarizes a study that investigated how different digital reflection and feedback environments impacted pre-service teachers' beliefs and self-efficacy during a teaching practicum. The study compared three conditions: 1) face-to-face reflection and feedback only, 2) addition of text-based digital reflection and feedback, and 3) addition of video-based digital reflection and feedback. Results showed that traditional beliefs increased more in the text-based condition, while constructivist beliefs decreased less in the video-based condition compared to the other conditions. Self-efficacy increased in all conditions. Content analysis revealed that reflections and feedback were more positive and at a higher cognitive level in the video-based condition. The study provides insights into how
Social and emotional learning (SEL) involves developing skills like self-awareness, relationship skills, and responsible decision-making. The document discusses how SEL benefits children in several ways: it improves school performance, relationships, emotional adjustment, and mental health. SEL is especially important for children in contexts of violence or conflict, as it helps build resilience. Effective SEL programs aim to empower children and promote skills like conflict resolution. Integrating SEL into education can help children cope with adversity and prevent future conflicts. Teachers play a key role in SEL by supporting safe, caring classrooms that foster social and emotional development along with academic learning.
This document discusses strategies for managing behavior in preschool classrooms, specifically praise, planned ignoring, and classroom rules. It provides an overview of each strategy and guidelines for effective implementation. Praise is shown to increase appropriate behavior when delivered contingently, immediately, consistently, and with specificity about the praised behavior. Planned ignoring can reduce undesired behaviors by withholding attention. Classroom rules establish clear behavioral expectations to guide students' conduct. The strategies aim to improve teacher-student relationships and foster positive learning environments.
This document discusses youth disaffection in education. It defines key terms like disaffection, giftedness, self-efficacy, and motivation. It notes that disaffection is influenced by teaching methods and teacher-student relationships. It suggests schools need better social opportunities for students to feel engaged. The document also discusses how listening to disaffected youth can help educators understand needed improvements. It critiques the practice of homogeneous ability grouping, noting it can be disaffecting by labeling students.
Reflections and Conceptions Analysis of the Neosphere’s Actors on Teaching Po...Premier Publishers
This study described specific characteristics of the Questionnaire of Trainers’ Conceptions (QTC) for neosphere’s actors used to assess the trainers’ conception thinking about new useful practice of pole vault in physical education program. The purpose of this study is to analyze its subscales and items validity and reliability in a sample of trainers from Tunisia. The questionnaire was applied to 238 actors of neospher, beside with five subscales to measure trainers’ conception (strategy, orientation, expectations, personality and security). Results concerning factor validity, highlighted the coherence between the internal structure of the questionnaire throw an exploratory factor analyses and a confirmatory factor analyses with Cronbach's alphas range between (0.73 and 0.94). Regarding criterion validity, the QTC subscales are positively correlated and determined between (r = 0.44 and r = 0.79; p < 0.01). The reliability of the questionnaire factors and items are both adequate. It is concluded that the construct is valid and reliable through our population study.
1. The study examined the relationship between emotional-behavioral traits and rhythm imitation performance in 100 5th grade elementary school students.
2. Students were assessed for internalizing vs. externalizing emotional-behavioral traits using standardized tests. They then completed rhythm imitation tasks that were analyzed based on completion, accuracy, intensity, pace, and grouping.
3. The results showed significant differences between students with internalizing vs. externalizing traits in task completion, accuracy, intensity, and pace, suggesting rhythm performance reflects one's emotional and behavioral characteristics.
The Israeli homeroom teacher’s role is relatively unique. Correlations between professional identity, burnout, and emotional well-being have been researched among various teacher populations. This study researched these correlations among teachers and homeroom teachers in three seniority groups. Professional identity, burnout, and emotional well-being questionnaires were answered by 431 teachers in Israeli elementary schools, around half of who were homeroom teachers. MANOVA analysis produced different interactions between seniority groups and position, regarding emotional exhaustion and depersonalization in burnout, and self-efficacy in professional identity. Regression analysis for predicting emotional well-being according to professional identity and burnout, produced different models among the groups, reflecting different aspects of two kinds of roles.
Skanwear is a company that manufactures arc flash and flame resistant clothing. This newsletter provides the following updates:
1) Skanwear has expanded significantly in recent years and developed its own line of high quality arc flash garments called Strata.
2) Many new employees have been hired as the company grows internationally. Skanwear has also won several large contracts to supply clothing to companies like GE, ABB, and Western Power Distribution.
3) Skanwear is continually innovating and improving its product line. Recent developments include new hi-visibility arc flash clothing and a lightweight waterproof collection undergoing field testing. The company is also upgrading its product development facilities.
4) Articles provide
A verse by verse commentary on Micah 2 dealing with man making plans for evil, but God is making plans for them to fail and be judged. Then the prophet deals with the false prophets who refuse to believe in judgment.
This document discusses different types of memory and provides examples of situations that would engage different memory systems. It also discusses challenges for children with poor working memory and strategies a teacher could use to help them be successful in classroom activities.
Este documento contiene preguntas sobre las características y componentes del robot Lego Mindstorms NXT, incluyendo el número de baterías, el cerebro del robot, los sensores (táctil, de sonido, de luz, y ultrasónico) y sus funciones, el software Lego Mindstorms, y otros detalles sobre la operación del robot.
This document provides a 3 page summary of the book "Audiovisual Design". The book discusses the basics of audiovisual design including concepts like visual language, visual composition, color, light, and more. It also examines how to design effective audiovisual content for different mediums such as film, television, multimedia, and web. The summary concludes by stating the book is useful for students and professionals looking to improve their audiovisual design skills.
The document discusses account-based marketing (ABM) which aims to identify companies most likely to buy and market directly to them. It outlines how ABM has evolved from a limited, analog approach targeting 25-50 accounts to a scalable approach targeting thousands of accounts using digital channels. Key aspects of implementing a successful ABM strategy include aligning sales and marketing, identifying target accounts, developing an ABM plan, and measuring business outcomes and campaign performance metrics.
This document contains information from Heidi Taylor, a B2B marketing consultant. It discusses the need for businesses to think differently in their branding, strategy, and approach to customers. Key lessons include understanding brand purpose, integrating purpose across business lines, putting customers first, and developing a social business strategy. The overall message is that businesses must constantly challenge their assumptions and look at things in new ways.
This document provides an overview of Artha Industrial Hill (AIH), a 390-hectare industrial park development in Karawang Regency, Indonesia. It includes information about AIH's location, infrastructure such as roads, water and wastewater treatment facilities, electricity and telecommunications connections, as well as regulations regarding building coverage, environmental standards, and utility tariffs. Ground profile data from soil testing is also presented.
It takes structure and discipline – It is about new habits and a change of mi...agile42
Presented by Alper Sahin at agile42 Connect in Berlin, November 2015. Bonnier Publications would like to share experiences from getting started with Scrum. What blood, sweat and tears did it take to start making it work?
Happy and Productive Teams | Matti Klasson | Agile Greece Summit 2016Agile Greece
The document appears to be a presentation from Matti Klasson of King.com Ltd about evolving leadership. It discusses running workshops with leaders to identify key leadership attributes and define them without assumptions. Attributes identified include being present, inspiring purpose, trusting employees, helping growth, and being a team player. The presentation proposes finalizing attributes, using survey data for diversity, creating a leadership philosophy, and connecting results to training. It emphasizes trust, open speaking, and happy productive teams.
Disruptus Spiel - AUG Bremen Oldenburg von Kai Hermanns & Christian BeckRalf Kruse
Beim Disruptus-Spiel geht es um das Thema Innovation und um verschiedene Methoden, vorgegebene Objekte und Ideen auf eine neue Art und Weise zu kombinieren und dadurch neue Ideen zu generieren. Das Lenrspiel basiert auf dem "disruptive thinking" Konzept und wurde erfolgreich bei der Entwicklung neuer innovativer Produkte und Geschäftsmodelle, z.B. aus der digitalen Musik, Kamera-Handy's oder Car-Sharing eingesetzt.
Slow Living Summit 2011 presentation by Christine BushwaySlowLiving
This document summarizes information from the 2011 Slow Living Summit, including:
- The US organic market was worth $29 billion in 2010 and grew 8% while conventional food grew 0.6%.
- There are over 16,000 certified organic operations in the US including over 14,500 farms.
- Three quarters of US families purchase organic products with newly organic buyers making up 36% of households.
- Studies have found links between pesticide exposure and negative health impacts, and consumers increasingly trust and purchase organic options.
Trauma informed clinical supervision in the field- Social WorkerAisha Walters, LCSW
For many social work students in the field, this may be their first exposure to traumatic events therefore field supervisors need to be prepared to discuss these potential risk
#1 DeniseInformation Processing ModelThe Information ProcessinMargaritoWhitt221
#1 Denise
Information Processing Model
The Information Processing Model is a theory that was developed to understand how information is processed by the brain. It describes four stages where new information is developed and understood. The first stage is external and is where the person gives information their attention. It is the initial stimuli that causes the person to show interest in the information. The second step is internal and is where the person begins to process the information. At this point, the person determines if the information is relevant and worth remembering. The third stage is also an internal process where the person selects the information to be remembered and stored. This information is then placed in short term memory, where it is held for less than thirty seconds, or in the long-term memory, where the information is stored but may be difficult to retrieve (Utley, 2011). The fourth stage is an external process where the person responds to the information. External factors that can influence curriculum development is to gain the students attention. There are many ways, teachers can gain attention. Visual stimuli, touch stimuli, and sound stimuli can help gain attention. When teachers develop curriculum, they can use a PowerPoint, visual representation, show and tell items, design hands-on lessons and allow students to share their own thoughts (Cox, 2020). Touch stimuli and be used by passing around objects that pertain to the curriculum. Sound stimuli could be music, a speech, or each student presenting their own information. Internal process that can be used to influence curriculum are how a teacher presents the information. A presenter can lump information into smaller organized groups to help students memorize information (Utley, 2020). Another way a presenter can help students memorize information is link it, write it down, use mnemonics, or create songs or jingles (The Learning Center: University of North Carolina at Chapel Hill, n.d.). Linking or showing a connection with information that a student already knows can help the student link the information together in their long-term memory. Presenters can pass out handouts that have the information noted so the student can return to the information at a later date. Presenters can give students phrases that connect information together. For example, the phrase: my (Mercury) very (Venus) educated (Earth) mother (Mars) just (Jupiter) sat (Saturn) upon (Uranus) nine (Neptune) pies (Pluto) is a mnemonic for the planets in the solar system (I learned this in elementary school). Songs and jingles can also help with memorization.
Nursing educators can impact external stimuli by making the information interesting and relevant in what they students are learning an using. For example, when a student is in labor and delivery, combine information that they are using in class as well as what they are doing in clinicals. Nursing is not only about critical thinking; i ...
This document describes the FAB (Functionally Alert Behavior) Strategies approach to improving behavior in children and adolescents with complex behavioral challenges. FAB Strategies include environmental adaptations, sensory modulation techniques, positive behavioral support, and physical self-regulation strategies. They can be used by teachers, parents, and therapists to improve behavior in students with developmental, sensory processing, and mental health disorders. The strategies are individualized and aim to develop skills like attention, self-control, and functional communication to reduce aggression and interference with learning.
Classical and operant conditioning are two types of learning processes studied in psychology. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response, while operant conditioning uses reinforcement and punishment to shape behaviors. Applied behavior analysis uses principles of operant conditioning to modify behaviors by increasing desirable ones and decreasing undesirable ones. Observational learning and social cognitive approaches also influence behaviors by modeling and social support. Self-regulated learning involves students planning tasks, monitoring performance, and reflecting on outcomes in a cyclical process to improve skills. Providing distance learning modules for tertiary students in the Philippines with opportunities for teacher guidance could support self-regulated learning.
FCS 3180Positive Behavior Support (PBS)To address the unus.docxssuser454af01
FCS 3180
Positive Behavior Support (PBS)
To address the unusually high rates of violence in US schools, the federal government has recently funded an external, national assistance center whose job it is to help schools implement the Positive Behavior Support (PBS) system. This “Center on Positive Behavioral Interventions and Supports” is funded by the Office of Special Education Programs (OSEP).
PBS is a theory-based approach to practical, in-school intervention. In this article you will be introduced to how to use positive behavior support at each of the three levels of intervention: 1) primary, 2) secondary and 3) tertiary.
Why is it so important to focus on teaching positive social behaviors?
In the past, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is an important of a student’s educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of school-wide PBS is to establish a climate in which appropriate behavior is the norm.
What is School-wide PBS?
A major advance in school-wide discipline is the emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Instead of using a patchwork of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented in areas including the classroom and non-classroom settings (such as hallways, restrooms). Positive behavior support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occurs. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making problem behavior less effective, efficient, and relevant, and desired behavior more functional.
1. PRIMARY PREVENTION - What is Primary Prevention?
Primary Prevention involves system-wide efforts to prevent new cases of a condition or disorder. For example, giving children vaccinations against common diseases such as measles and chicken pox is done to prevent initial occurrences of these diseases. As a system-wide Primary Preve ...
OTHER HEALTH IMPAIRMENT 1Other health impairment.docxgerardkortney
OTHER HEALTH IMPAIRMENT
1
Other health impairment
Other health impairment (OHI) refers to a disability whereby one has limited strength, energy or attentiveness. This includes an increased sensitivity to the stimuli in the environment, which often leads to limited awareness especially in the school environment (McConnell, 2011).
This is due to acute or chronic medical problems such as asthma and other respiratory tract conditions, attention deficit disorder (ADD) or attention deficit hyperactivity disorder (ADHD), disorders of the heart and associated conditions and sickle cell disease that affects adversely the educational performance of the child.
It is regularly important to change and adjust the school environment to make it available, safe, and less prohibitive since segregating design does not need to discriminate.
Other Health Impairment (OHI) refers to a health related condition or disorder that adversely affects a student's ability to participate or progress in the general education setting or curriculum. It can be due to chronic or acute health problems such as asthma, attention deficit disorder, diabetes, epilepsy, heart condition, lead poisoning, leukemia, and sickle cell anemia, for example. The student with a health impairment will have limited strength, vitality, or alertness to the educational environment that adversely impacts his/her educational performance.
2
To get or continue getting special educational curriculum advantages, a student must be perceived as OHI and requiring specialized educational modules.
To make that determination, beginning a medical specialist must survey the pupil, come up with a diagnosis, and classify it being a chronic or acute health condition.
At the point when the medical specialist has analyzed an incessant wellbeing condition has been made, the impact of this condition on the educational performance of the student must be evaluated.
3
It is vital that adjustments be not any more prohibitive than completely fundamental so that the student's school encounters can be as ordinary as could reasonably be expected.
While it is important to stretch the significance of staying away from overprotection of students with physical or wellbeing inabilities, it is additionally imperative to allow these students with incapacities to take risks pretty much as their capable associates do.
4
Cont…
One of the primary contemplations in the special education of these children is the utilization of the group approach in creating and doing a pupil's educational system.
The group for the most part incorporates the guardians, instructors, therapeutic experts, and wellbeing related experts, for example, a physical specialist.
Guardians are essential individuals from the group and ought to be involved in every educational choice.
Young people (adolescents) with other health impairment may battle in adjusting to their surroundings with their debilitation.
5
Cont…
They may encounter diseng.
Understanding and challenging behaviours.docxwrite5
Challenging behaviour can be defined as behaviour that endangers an individual or others and interferes with daily activities. There are several forms of challenging behaviour including physical, anti-social, self-harming, and verbal behaviours. Psychological theories like social learning theory and cognitive theory can help explain why challenging behaviours occur. Life experiences, situational factors, peer pressure, family issues, and lack of communication skills can all contribute to challenging behaviour. Understanding the root causes of behaviours through different perspectives can help psychologists develop interventions.
In Topic 3, you conducted research to identify three sources t.docxjaggernaoma
This document provides guidance for a 750-word assignment discussing the author's vision for their career after completing a master's degree. It instructs the author to address how completing the degree will benefit social good in their industry and community. The author must integrate information from at least three scholarly sources relating to servant leadership, ethics, and entrepreneurism, which are pillars of the Colangelo College of Business. The assignment must be prepared according to APA style guidelines.
Application Of The Progressively Lowered Stress Threshold Model Across The Co...Christine Williams
The document provides an overview of the Progressively Lowered Stress Threshold (PLST) model, a conceptual model for understanding and managing behavioral and psychological symptoms of dementia. The PLST model proposes that as dementia progresses, a person's ability to manage stress decreases, lowering their threshold for feeling stressed. When environmental demands exceed a person's coping abilities, stressed behaviors can emerge. The model outlines six principles for caregiving, including maximizing function, providing unconditional support, modifying environments, and supporting caregivers. The document then illustrates how the PLST model can guide care for a woman named Vera across different living situations as her dementia advances.
Rehabilitation psychology, definition, scope and methods. Functions of rehabilitation psychology, work setting of rehabilitation psychologists
Psychological approach to rehabilitation: assessment, diagnosis, treatment and certification
Role of psychologist in disability rehabilitation.
This document summarizes a proposed research study that aims to evaluate the in-home mediator model of autism intervention. Specifically, the study will conduct in-depth interviews with 10-15 parents who recently completed an autism intervention program to understand their experiences as mediators and identify any factors that influenced the effectiveness of the intervention. Insights from the interviews will be used to inform improvements to the services provided and guide future research comparing the mediator model to in-clinic treatment models. The interviews will be structured around five factors identified in previous research as influencing interventions: the home environment, training received, skills developed, perceptions/emotions, and areas for service improvement.
Influential Determinants of Capacity Building to Cope With Stress among Unive...iosrjce
This study is a survey to find out the influential determinants of capacity building to cope with stress
among university students. Descriptive survey research design was employed for the study while self-structured
modified questionnaire was used to elicit information from the respondents. A total of nine hundred and five
(905) respondents participated in the study forming the sample size for the study. The statistical tools used for
the study includes; percentage counts, frequency, mean, regression analysis, spearman rank andMann-Whitney
U test. The statistical results of the multiple regression analysis showed that the predictors (age, sex, religion,
college, family financial status and academic performance) had 92% (adjR
2=.092, F(7,896)=14.02, P=.000,
P<0.05) joint contribution in the dependent variable (perceived ability to cope with stress). The linear
regression analysis showed that only age (β=-.112, p=.001), sex (β=.124, p=.000), religion (β=.084, p=.009),
college (β=-.088, p=.007) and academic performance (β=.249, p=.000) had significant relative contribution to
the dependent variable.The Mann-Whitney U results showed that there is significant difference in the perceived
ability to cope with stress between both male and female (H=84552, Z=-3.78, p=.000). The result of the
findings revealed that age, sex, religion, college of study, academic performance could significantly predict
perceived ability to cope with stress.And also showed that the way male and female perceived their abilities to
cope with stress differ
The document provides recommendations from a team of multidisciplinary experts on meeting the needs of students with specific learning disabilities, emotional/behavioral disabilities, and autism at Senn High School. It recommends promoting student self-advocacy, providing wrap-around services, implementing programs like positive behavioral support and buddy programs for autism, using curriculum planning and partnership strategies for specific learning disabilities, and employing classwide peer tutoring for emotional/behavioral disorders. Physical therapy, social work, and ensuring necessary resources are in place are also emphasized.
What is the Difference between Physical and Occupational TherapyGoogle
At Kioko Center, our specialists provide expert occupational and speech therapy services for the overall development and independence of a child. Our staff is highly educated and trained to integrate the latest techniques that your kid may need. Visit our center and learn more about the available therapies.
The document provides a needs assessment for developing a sensory environment at Family Rescue to help children regulate their emotions. It summarizes sensory integration theory and research supporting sensory techniques for trauma-exposed children. An overview of Family Rescue's strengths and the proposed sensory corner are given. Recommendations include describing the 7 sensory systems and providing a table with examples of materials to address each system to promote self-regulation. The goal is to improve behaviors, performance, and participation through sensory modulation opportunities.
Social Cognitive Theory (SCT) posits that learning occurs through dynamic interaction between personal factors, environmental influences, and human behavior. Key aspects of SCT include observational learning, where behavior is influenced by observing others; behavioral capability, where learning requires knowledge and skills; and self-efficacy, one's confidence in their ability to perform a behavior. An influential study by Bandura demonstrated children's aggressive behavior increased after observing an adult acting aggressively towards a Bobo doll. SCT emphasizes how cognitive processes and social environment shape learning and behavior.
1
Positive Social Change
Name: Christabel Ekechukwu
Institution: Walden University
Date: 11/05/2016
Walden makes the implication that in order for social change to exist, there must be pragmatic efforts to cause the intended change, whether by taking action as an individual or as group. Therefore, in the effort to create environment and living conditions that produce a society of happy, healthy people, actions must support and reinforce environmental health and enable people to adopt and maintain healthy relationship with their environment for the sake of happiness and well-being of others and the sustainability of the environment. As a conservation psychologist, I endeavor to promote positive social change through encouraging a healthy and sustainable relationship between human and nature.
Typically, comprehending and promoting the linkage between humans and the natural world greatly boost sustainable behaviors such as recycling and hence, reinforcing on environmental development and sustainability. Ideally, I chose the role of the conservation psychologist due to the fact that, people are interwoven and inseparable with the natural ecosystem. It is imperative to understand the way people experience, think about, and relate with nature in order to promote environmental sustainability and human well-being.
In my course of advocating for healthy environment and human well-being, I do not concentrate on creating small behavior changes rather, I desire for people to re-evaluate, rethink and prioritize their relationship with nature. I educate people to develop positive attitude towards environment. They need to affirm their identities and push for protection of nature and be the steward own valued places. People need to be courageous to correct their own values, systems and lifestyle through self-validation and system justification by advocating for conservation of environment, and encouraging people to participate actively, I help them understand the complex sources of environmental attitudes and behavior. Paradoxically, encouraging human well-being and ignoring on the threats to the natural environment, lead to depletion of resources, which later people complain of the adverse effects. In this regard, I encourage people to establish a connection with the environment to represent a positive image of oneself. For instance, tendering a beautiful.
At an individual level, a person has to develop profound connections with natural environment. Of course, an individual loves some natural entity like a tree, an animal or a lake. This implies that the human connection to nature is an integral part of human existence. When a person has strong connection to the environment, he/she will be able to champion for it preservation and will not be bound by structured public policies that propagate indiscriminate exploitation of natural resources (Clayton, and Myers, 2015; Roth and Sweatt, 2011). Indeed, social structure often determine how ...
This document provides an overview of learning theory and different types of learning. It discusses classical conditioning, operant conditioning, observational learning, and insight learning. Classical conditioning involves associating stimuli, like Pavlov's dogs learning to associate food with a bell. Operant conditioning is demonstrated through rat training experiments. Observational learning occurs through observing others, like children learning from parents. Insight learning involves understanding through connecting ideas. The document also discusses cognitive processes, memory, and factors that influence learning motivation.
The Individuals with Disabilities Education Act (IDEA) of 1990 made several changes to the Education for All Handicapped Children Act of 1975. It added autism and traumatic brain injury as new disability categories. It also mandated transition services and individualized transition plans for students beginning at age 16 to address post-secondary education and employment. The definition of related services was expanded to include rehabilitation counseling and social work services.
Perceptions of students with disabilities on support services provided in hig...Ambati Nageswara Rao
This document discusses a study on the perceptions of students with disabilities regarding support services at higher education institutions in Andhra Pradesh, India. It begins with an introduction describing the importance of education for persons with disabilities and the lack of access to higher education. It then describes the methodology which used a mixed methods approach, interviewing 100 students from 3 universities using purposive and snowball sampling. The findings section describes the demographic characteristics of respondents and their perceptions of support services. Overall, the study examines the experiences of students with disabilities and the need for universities to improve support services to promote inclusion.
Similar to MyMHToolkitReducing-Restraint-and-Seclusion (20)
Perceptions of students with disabilities on support services provided in hig...
MyMHToolkitReducing-Restraint-and-Seclusion
1. Occupational Therapy’s Role in Mental Health Promotion, Prevention, & Intervention With Children & Youth
Reducing Restraint and Seclusion:
The Benefit and Role of Occupational Therapy
OCCUPATIONAL THERAPY PRACTITIONERS use meaningful activities to help children
and youth participate in what they need and want to do to promote their physical and mental
health and well-being. Occupational therapy practitioners focus on the usual occupations of
childhood, including participation in education, play, leisure, social activities, activities of daily
living (e.g., eating, dressing, bathing), and instrumental activities of daily living (e.g., com-
pleting chores, shopping). Task analysis is used by occupational therapy practitioners across
a variety of pediatric settings (e.g., schools, community centers, hospitals) to identify factors
(e.g., motor, process, communication-interaction, sensory) that restrict or inhibit meaning-
ful participation in the various roles associated with childhood (e.g., student, family member,
friend).
ABOUT RESTRAINT AND SECLUSION
The use of restraints and seclusion in schools serves two primary functions. The first function
is to limit harmful, aggressive, or negative behaviors; the second function is to deter the use of
such behaviors by children and youth in the future (LeBel, Nunno, Mohr, & O’Halloran, 2012).
Some children and youth demonstrate aggressive behaviors at school and some educational
agencies (e.g., public school districts, private therapeutic day schools, hospital-based school
programs) use restraint and seclusion to manage such behaviors. Restraints are defined as
physical methods that impede an individual’s freedom to move or engage in physical activity
(Ryan & Peterson, 2004). The common types of restraints that are often used with children
and youth in school settings are mechanical restraints and ambulatory restraints.
Mechanical restraints include any type of equipment or device that is applied to a student
in an attempt to restrict the student’s movement and manage or control his or her negative
behaviors (Council for Children with Behavioral Disorders [CCBD], 2009). Examples of
mechanical restraints include tape, ropes, and belts (CCBD, 2009). Although sometimes used
as a restraint to prevent free movement, devices such as lap belts may also be used to improve
postural control. When lap belts or other equipment are used solely for therapeutic purposes
rather than to restrict movement, they are not considered to be restraints (LeBel et al., 2012).
Ambulatory restraints—sometimes called manual restraints, physical restraints, or hold-
ing—involve using one’s own body to forcibly restrict a student’s body and/or movement
(Ryan & Peterson, 2004; CCBD, 2009). Many educational agencies have attempted to reduce
the use of ambulatory or physical restraints due to the eminent risks that they pose to the
safety and well-being of children and youth. The risks to children and youth that have been
associated with physical restraints include damaged joints, broken bones, skin irritation, and
even death (CCBD, 2009). Ambulatory or physical restraints are considered to be corporal
punishment by the American Civil Liberties/Human Rights Watch, and the literature suggests
that when used in non-emergency situations, ambulatory or physical restraints can lead to
increased student aggression and violence (LeBel et al., 2012).
Seclusion is defined as any type of involuntary confinement of a student (LeBel et al.,
2012). Seclusions are sometimes referred to as “time outs.” A key difference between the time
outs that are often given to children by parents (e.g., removed from a situation and asked to
sit in a designated area until a timer goes off) and what is considered to be seclusion is that
seclusion involves the child being physically (and sometimes forcibly) prevented from leaving
the designated area. Ambulatory or manual restraints are sometimes used during seclusion
procedures as a means to keep the child from leaving the designated area.
Continued on page 2.
Occupational Deprivation
and Restraint and Seclusion
Occupational deprivation is the act of
prohibiting an individual from partici-
pating in a meaningful activity (Wil-
cock, 1998; Munoz, 2011). Recently,
the concept of occupational depriva-
tion has been applied to disenfran-
chised youth (see for example Bazyk
& Bazyk, 2009). When students are
chronically restrained or secluded,
they may experience occupational de-
privation as a result of being kept from
their peers and what most would con-
sider typical school activities. Children
and youth who endure occupational
deprivation at school may experience
decreased volition and identify less
with the role of student. Occupational
therapy practitioners who provide ser-
vices in settings that habitually use re-
straint and seclusion may use occupa-
tional enrichment as a way to reduce
the impact of occupational deprivation
to children and youth. Occupational
enrichment is the process of intention-
ally adjusting the physical and social
environment to provide structured
opportunities that promote engage-
ment in meaningful activities that the
student would otherwise typically
perform (Molineux & Whiteford, 1999;
Munoz, 2011). For example, an oc-
cupational therapy practitioner working
at a therapeutic day school for children
with aggressive behaviors may provide
students with opportunities that they
are missing out on by not attending
their general education schools. He or
she might focus on creating oppor-
tunities for social participation (e.g.,
playing board games) or help students
to assume new roles (e.g., setting up
classroom jobs). The practitioner might
also work with the educational team to
understand the effects of both chronic
short-term (e.g., being secluded for a
30-minute period) and long-term (e.g.,
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This information sheet is part of a School Mental Health Toolkit at http://www.aota.org/Practice/Children-Youth/Mental%20Health/School-Mental-Health.aspx
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www.aota.org
Reducing Restraint and Seclusion: The Benefit and Role of Occupational Therapy
Occupational therapy practitioners can teach students to ask for a break when they experience triggers, and teach staff to respond
to the request for breaks positively. In addition, occupational therapy practitioners can coach students regarding the use of self-regula-
tion, problem solving, and self-calming strategies. Finally, occupational therapy practitioners can consult with teachers to (1) identify
alternative strategies to reduce aggression in the classroom, such as using visual supports to teach strategies that accommodate diverse
learning styles and reduce stress (particularly for students who are young or have intellectual disabilities); (2) adapt the curriculum to
address students’ needs; and (3) establish classroom habits and routines that promote the development of self-regulation.
Intensive
Occupational therapy practitioners may also be able to offer intensive supports and services to students who demonstrate aggressive
behaviors. Occupational therapy practitioners can work with educational teams to conduct functional analyses of behavior in order to
identify the meaning of a student’s aggressive behavior, as well as the behavior’s causes (i.e, antecedents), environmental setting events
(e.g., crowding), and outcomes (i.e., consequences) (Murray-Slutsky & Paris, 2005). Occupational therapy practitioners may also pro-
vide group and individual occupational therapy services to help reduce physical aggression and the need for restraint and seclusion.
After careful assessment, occupational therapy practitioners can work with students and teachers to develop environmental
adaptations and individualized coping strategies that support the student’s participation and help him or her to remain calm (Gardner
et al., 2012; Sutton et al., 2013). Group and individual intervention allows for in-depth understanding and identification of students’
unique goals, their academic and participation baselines, environmental triggers, body triggers, and coping strategies to reduce aggres-
sion. Occupational therapy services can include individualized environmental adaptations (e.g., seat placement and positioning, use of
adaptive pencil grips to make writing easier, assignment modifications), the development and implementation of emotional regulation
strategies (e.g., self-identifying arousal level, environmental triggers, body triggers, and coping strategies), and the identification of
optimal curriculum modifications (e.g., optimally stable seating close to the teacher, movement breaks, mindfulness activities, adjust-
ments of teaching methods to student learning style).