Parental Support, Self-Esteem and Emotional Intelligence as Predictors of Soc...iosrjce
The Nigerian contemporary African society often sees mentally challenged children as being
bewitched, possessed, or spiritually inflicted and fails to see their situation from the biological, physiological or
accidental perspective of nature. This ill conceive feelings make members of the society and even immediate
family members behave in an unaccommodating manner to mentally challenged children at home or school.
This has negative implication on their well-being. In view of this context, this study investigated parental
support, self-esteem, and emotional intelligence as predictors of social anxiety among mentally challenged
children in Ibadan, Nigeria. Using the descriptive survey research design of ex-post factor, three research
questions were answered and data were collected using four validated instruments, from seventy (70) socially
anxious mentally challenged pupils selected through multi-stage sampling technique. Data was analysed using
the Multiple Regression Analysis at 0.05 level of significance. The study revealed that the independent variables
(parental support, self-esteem and emotional intelligence) made joint contribution of 58.5% variance on the
dependent variable (social anxiety). Also, the independent variables significantly predicted the dependent
variable. Thus, it was recommended that the family, school, teachers and society should support the
developmental needs of mentally challenged pupils in school and at home instead of treating them with disdain.
Parental Support, Self-Esteem and Emotional Intelligence as Predictors of Soc...iosrjce
The Nigerian contemporary African society often sees mentally challenged children as being
bewitched, possessed, or spiritually inflicted and fails to see their situation from the biological, physiological or
accidental perspective of nature. This ill conceive feelings make members of the society and even immediate
family members behave in an unaccommodating manner to mentally challenged children at home or school.
This has negative implication on their well-being. In view of this context, this study investigated parental
support, self-esteem, and emotional intelligence as predictors of social anxiety among mentally challenged
children in Ibadan, Nigeria. Using the descriptive survey research design of ex-post factor, three research
questions were answered and data were collected using four validated instruments, from seventy (70) socially
anxious mentally challenged pupils selected through multi-stage sampling technique. Data was analysed using
the Multiple Regression Analysis at 0.05 level of significance. The study revealed that the independent variables
(parental support, self-esteem and emotional intelligence) made joint contribution of 58.5% variance on the
dependent variable (social anxiety). Also, the independent variables significantly predicted the dependent
variable. Thus, it was recommended that the family, school, teachers and society should support the
developmental needs of mentally challenged pupils in school and at home instead of treating them with disdain.
This is a policy designed for use by schools who want to put clear procedures in place for responding to and managing self-harm. It can be adapted for use in your school. For further information or support visit www.inourhands.com or email pooky@inourhands.com
This is a policy designed for use by schools who want to put clear procedures in place for responding to and managing self-harm. It can be adapted for use in your school. For further information or support visit www.inourhands.com or email pooky@inourhands.com
Module 3In this module, you will continue to explore specific hi.docxgilpinleeanna
Module 3
In this module, you will continue to explore specific high-incidence exceptionalities, including those related to behavior, emotions, communication, intellect, and autism spectrum disorders.
Complete the following readings early in the module:
· Human exceptionality: School, community, and family (10th ed.), read the following chapters:
· Emotional/behavioral disorders
· Communication disorders
· Intellectual and developmental disabilities
· Autism spectrum disorders
· Handel, A. (Producer), & Puchniak, T. (Director). (2001). Is love enough? [Documentary]. United States: Filmakers Library. Retrieved from http://flon.alexanderstreet.com.libproxy.edmc.edu/view/1641316/play/true/
· Ravindran, N., & Myers, B. J. (2012). Cultural influences on perceptions of health, illness, and disability: A review and focus on autism. Journal of Child & Family Studies, 21(2), 311–319. doi: 10.1007/s10826-011-9477-9. (EBSCO AN: 73325870)
http://libproxy.edmc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=73325870&site=ehost-live
As our focus for this module is the specific dynamics between peer groups and the development of children, pay special attention to the assigned readings that deal with the topics listed below. You can even use the search feature in your digital textbook to help pinpoint specific text sections to review.
Keywords to search in your digital textbook and journal articles: strength-based assessment, behavior intervention plan, oppositional defiant disorder, conduct disorder, social maladjustment, adaptive behavior, chromosomal abnormalities, metabolic disorder expressive language, receptive language, Asperger syndrome or Asperger disorder, and stereotypic behavior.
Module 3 learning resources
Use Module 3 learning resources provided on the pages that follow to enhance your understanding of high-incidence disabilities. Take a moment to check out some of these featured learning resources:
· Exceptional Children: This self-assessment activity presents a scenario of Serafina, an exceptional child, and provides you the opportunity of identifying the exceptionalities presented and suggesting an intervention.
· Ethical Considerations: This self-assessment activity presents a scenario of Andrea, an exceptional child, and provides you the opportunity of identifying the ethical considerations that should be taken in this case.
Module Topics:
· High-Incidence Disabilities
· Emotional Disorders
· Behavioral Disorders
· Communication Disorders
· Intellectual Disorders
· Autism Spectrum Disorders
Learning outcomes:
· Describe and discuss the continuum of exceptional development, including identification of exceptionalities and individual strengths.
· Apply current, peer-reviewed research on environmental, biological, and cognitive influences on development to design systemic support and/or intervention plans for home, school, and transition for children with exceptionalities.
· Evaluate cultural, ethical, and legal ...
1-Pretend that you are a new teacher. You see that one of your st.docxjasoninnes20
1-Pretend that you are a new teacher. You see that one of your students likes to tease and joke on the other students. This student targets some students more than others and is meaner to them. The students who are targeted most often are those who appear to be less socially adept than some of the others. They may be younger, seem to have a more obvious disability or be overweight, wear glasses or not dress in trendy clothes. The student's behavior goes well beyond "friendly banter" and often leaves the other students feeling hurt and ashamed. How do you stop the student from bullying his or her peers and work to build the self-esteem of the students who have been picked on? What could be some of the causes of the student's bullying behavior and how might you work to address the root of the behavior?
2-Tiered Behavior Management and Response to Intervention (RtI
Please share a situation where you have worked with a challenging or difficult student. Was a tiered program or RtI a part of the program used to work with the student? How does a tiered program encourage student success? What are some of the challenges you have experienced while working with a tiered program? How have your students responded to the program or programs?
3-Special education teachers may work at different education levels at various points in their careers. Inclusion will be different in the lower grades than it would be in a high school classroom. How do you think that inclusion may look different for students at the elementary level as opposed to the high school level? What are some of the methods used to include students at all educational levels? What are some of the benefits and challenges you can see of the different inclusion models used with the different age students?
4-As a teacher of students with mild disabilities your class may be a diverse mix of students with various abilities and disabilities. How might inclusion and classroom management change when working with students with Autism and Autism Spectrum Disorders or other specific disabilities such as Down Syndrome? What would you need to take into account when developing behavior intervention plans (BIPs) and Individual Education Plans (IEPs)? How do you think these would change as the student grew and progressed through school?
5- This week you have a special task for the discussion. You will need to read about a disability category or specific disability that is of interest to you. Many of you may have a student, friend or family member with a specific disability we have not talked about so far in class. Use what you learn in the materials you read, the professional organization's website you visit or the videos you watch to talk about the specific inclusion and behavior management needs of students with that disability.
Example: My niece has ADHD and Asperger's Syndrome. She has been receiving services part time since she was in kindergarten. She also sees a counselor a.
S Vitto Breaking Down The Walls MIBLSI State Conference 09Steve Vitto
This is an overview of the causes and treatment of oppositional defiant behavior (ODD), social maladjustment, and conduct disorder. The presentation included etiology, and evidence based treatment recommendations, using the competing pathways approach..
Support for Participants who have a Child with Truancy or Behavioural Problem...The Pathway Group
Participants who have a Child with Truancy or Behavioural Problems at School is part of the Supporting Families, Pathway2work activities which help families to connect and work through problems together.
If you would like more information about the services that Pathway2work: Supporting Families does please call: 0121 707 0550 or e-mail: info@pathwaygroup.co.uk
School training module thirteen, social skills. (2)
School training module nineteen special issues high school tr
1. The Basics of Autism
Spectrum Disorders
Training Series
Regional Autism Advisory Council of
Southwest Ohio (RAAC-SWO)
RAAC Training Committee 2011
2. Training Series Modules
Module One: Autism Defined, Autism Prevalence
and Primary Characteristics
Module Two: Physical Characteristics of Autism
Module Three: Cognition and Learning in Autism
Module Four: Getting the Student Ready to Learn
Module Five: Structuring the Classroom
Environment
Module Six: Using Reinforcement in the Classroom
3. Training Series Modules
Module Seven: Autism and Sensory Differences
Module Eight: Sensory in the Classroom
Module Nine: Communication and Autism
Module Ten: Communication in the Classroom
Module Eleven: Behavior Challenges and Autism
Module Twelve: Understanding Behavior in
Students with Autism
4. Training Series Modules
Module Thirteen: Social Skills in the School
Environment
Module Fourteen: Functional Behavior Assessment
Module Fifteen: Working Together as a Team
Module Sixteen: Autism and Leisure Skills to
Teach
Module Seventeen: Special Issues of Adolescence
Module Eighteen: Safety and Autism
Module Nineteen: Special Issues: High
School, Transition, and Job Readiness
5. Training Series Modules
Module Twenty: Asperger Syndrome: Managing and
Organizing the Environment
Module Twenty-One: Asperger Syndrome:
Addressing Social Skills
6. High School
Adolescence is a challenging time for typical children.
It is especially hard for adolescents with autism. They
are:
Socially sensitive
Note differences with peers
Time of great change and transition
Peers are planning their futures
Health risks include depression and seizures
7. Special Considerations
High school students with autism need:
Structure and consistency but with some flexibility.
Schedules – use notebooks or consider I-Phones or I-Pad to keep schedules –
we all use them.
Teaching that matches their learning style.
Preparation for change and transitions.
Positive attention and acknowledgement of their special gifts; look for
specialized interest groups where they can show their talents or special
knowledge.
Direct teaching of social rules and opportunities for practice.
Encouragement for social interaction with options to work independently.
Motivators that include things that interest them.
Shared learning environments with peers as much as possible.
8. Big Idea
High School students with autism may
need the same level of supports that
they used in earlier grades. Just
because they are older does not mean
that supports (i.e. schedules, organizers)
should be taken away.
9. Special Issues of High School
Social Interaction with Peers
Bullying
Sexuality
10. Social Interaction with Peers
Individuals with ASD typically struggle to respond to
and understand the social aspects of a situation.
Without intervention and support these challenges can result
in poor communication and strained social relationships with
teachers and peers, including bullying.
Students may need time to learn the skills and rules, including
changes in routine and where to go for help.
Need for social skills may range from basic skills, such as how
to have a conversation, to reading social cues and interpreting
another’s point of view.
Social instruction needs to be directly taught since the
student with autism often does not learn social rules by
observation alone.
11. Bullying
Bullying often begins in earlier grades but can
intensify in high school.
Most people with autism report bullying experiences
in school.
Some research indicates that 94 percent of
children with Asperger Syndrome are bullied in
school.
Bullying further isolates high school students with
autism from their peers at a time when they most
want to “fit in”.
12. Key Components of Bullying
Power imbalance – A bully may be stronger, have
better social awareness or social status, and have
other physical or psychological advantages.
Intent to harm – A bully may take negative actions
with intent to generally cause physical and emotional
suffering or injury.
Distressed target – A bully often focuses on a
person who is most different than most of the
others in the group.
Repeated negative actions – Bullying is not a simple,
one-time event. It is a series of attacks that tens to
escalate over time.
13. Signs of Bullying
Consider the following signs or behaviors that a
student is the target of bullying:
More scratches and bruises than usual – Other students may
be pushing, punching, or excessively roughhousing with the
student.
School avoidance – Student may want to stay at home or have
school refusal, complaining of a stomachache or other illness.
The stress may even lead to real physical illness.
Changes in character – Student may appear more sad or
depressed. The student may act out the behavior toward him
with becoming a bully to others or even pets.
14. What Can I Do About
Bullying?
Don’t underestimate bullying’s effects on students, especially
those with differences. It leaves lifelong scars.
Educate other staff about the serious damage of bullying and
openly discuss concerns that you may have for specific
students.
There are specialized curriculums to teach students about
bullying and what to do. Awareness is a powerful tool.
Bullying is a covert activity and bullies most often do not do it
openly, especially in front of adults. Give students safety
strategies, such as traveling in a group or hallway routes that
might avoid potential bullying situations.
15. Big Idea
Difficulties in reading nonverbal social cues
may be part of the reason why children with
autism, especially Asperger Syndrome, have
such a high rate of bullying. You must directly
teach social skills to students with autism and
practice them every day.
16. Autism and Sexuality
Sex and sexuality is a hard topic, especially related to learners
with ASD, and one that we might rather avoid.
Sexuality is an integral part of the personality of everyone.
Avoiding discussion and active teaching about sexuality and can
hurt our students in the long-term if it is not addressed openly
and honestly.
As with other social skills or interactions, the individual with
autism is not going to learn the cultural rules or norms about
sex without being directly instructed.
Schools need to be in partnership with students’ families as
sexuality issues are addressed.
17. Myths About Sexuality and
the Individual with Autism
Persons with ASD have little or no interest
in sexuality.
Persons with ASD are hypersexual, or have
an higher than normal interest in sex.
Persons with ASD are solely heterosexual.
18. The Truth Is…..
Persons with ASD are sexual beings, as are all of us.
Individuals with ASD may have sexual feelings that
are out-of-sync with their level of social
development and awareness.
As individuals with autism grow older, their social
and sexual skills sets are likely to show a wider
difference from their chronological age and
appearance.
Other people will base their expectations on their
chronological age, NOT their developmental age.
19. Guidelines to Teaching
Sexuality
Think ahead and be proactive. Do not wait until the
student demonstrates an “inappropriate” sexual
behavior.
Be concrete.
Be serious, calm, and supportive.
Break larger areas of information into smaller, more
manageable ideas.
Be consistent and be repetitive.
20. Big Idea
What we do not know CAN hurt us. Be
proactive in teaching students with autism
about sex and sexuality before they
demonstrate “inappropriate” sexual behaviors.
These behaviors can target the student and
make them even more the brunt of peer
teasing or bullying.
21. Another Big Idea
Sexuality Education increases the
likelihood that people with disabilities
will either have the skills to stay safe, or
will be more likely to report victimization
after it occurs.
22. Transition Planning
Transition planning requires making a plan for the
student with autism for life after school.
Federal law requires that transition planning in
schools must take place by age 16 for students with
disabilities. Ohio law asks that this planning begin by
age 14.
For students with autism, transition steps need to
be small and incremental.
Transition skills cannot wait to be taught at age 14.
23. Transition Planning Priorities
Solicit student and family input as to
where they want to be in 1 year, 5
years, 10 years.
Survey current and future
environments.
Assess the skill needs across
environments in terms of work, social,
and navigation skills.
24. And…..
Prioritize skills that occur across multiple
environments.
Attend to safety skills.
Attend to skills that reduce dependence.
Attend to skills that you will need to provide
future support persons.
25. Ultimate Transition Strategy
When speaking about skill development always
remember that for a specific skill:
1. If you can teach the skill, teach it.
2. If you can’t teach the skill, adapt it.
3. If you can’t adapt it, find some way around it.
4. If you can’t figure a way around it, teach other
folks to deal with it.
26. Basic Transition Skills for All
Students
1. The ability to assess themselves including skills and
abilities and the needs associated with their
autism.
2. Awareness of the accommodations that they might
need.
3. Knowledge of their rights to these accommodations.
4. The advocacy skills necessary to express their
needs across multiple environments.
27. Some Useful Transition to
Community Skills
Personal Mobility Safety Skills
Seeking Assistance Endurance
Self Checking for Job Functional
Quality Communication
Self Monitoring for Age-referenced
Behavior Clothing and Hygiene
Social Interaction
Skills
28. Big Idea
Most people spend 75-80 percent of their
lives as an adult. Autism does not go away
when the child leaves school. We need to
give our students the skills and supports
that they will need to see success as adults
in the community, work, and college.
29. Job Readiness and
Successful Employment
There is a need to redefine work readiness. We often
underestimate or create barriers for student’s work readiness.
Most job readiness is on the job training with sufficient
supports.
Time needs to be spent on co-worker training to support the
individual with autism on the job.
The need is to teach self-advocacy and the individual’s ability
to ask for help when it is needed.
Autism awareness needs to promote competence over
disability.
Must attend to the social dimension of the job and teach those
skills.
Pay attention to job match considerations.
30. Job Match
Job match is goodness of fit of person to the job.
This includes physical and social aspects of the work
environment.
To the largest degree possible, job must meet the
individual’s needs of challenge, interest, comfort,
social supports, status, hours, pay & benefits.
Teach the skills that are important to the specific
job and in that specific environment.
This includes the social skills of the workplace. The
number one cause for job loss or inability to find
appropriate employment is lack of social skills.
31. Big Idea
Teaching wrong or inconsequential
skills well is no better than teaching
right or important skills poorly.