Design A Single Subject Design

Example in Setting: All the children have targets for when they are writing, it might be to use capital letters and finger spaces, when they achieve their target the get to colour in a picture and once

One strategy provided is to create “Safe Place” in the class where children can feel safe and release their emotions (Hoffman, Hutchinson & Reiss, 2009, p. 37). These Safe Place can have objects such as stress balls to help relieve anxiety. Similarly, teachers can establish a “We Care” area, where children can create letters for their friend. Ultimately, this would help support students’ social expression. These two strategies would be appropriate for preschoolers and K-3 setting. However, it would not be appropriate for infants nor toddlers because it is difficult for them to comprehend what to do in the Safe Place nor in the We Care

Many elementary school teachers use fun activities to teach their students basic skills, such as: counting, ABC’s, and many other things. Students this young need activities to stay focus and many studies show that students who have activities along with their learning materials grasp the concepts better than a student with not activity or visual aid (“Kindergarten and Elementary school teachers.”).

Some of the topics this paper will talk about; the Civil War, how education was in that time period and the problems of the present, such as teacher misuse of the technology and underfunding of schools to provide infrastructure for students. Another topic this paper is going to talk about is skills that are enabled within students through technology. Finally this paper is going to spread light of what effectiveness that technology brings to the average American student, thru specific programs. All of these topics overall bring an understanding of what American students are lacking in specific skills in technology.

The elements of design were created by Arthur Wesley Dow to help people see, describe, and create visual qualities in a systematic way. It consists of 7 elements: line, shape, form, colour, value, texture and space.

For this communication system to be effective, a child must be able to discriminate between pictures.

Linguistic instructional methods, such as reading and listening, activate the left side of the brain, while non-linguistic methods, which incorporate the senses and movement, activate the left side. As a result, engaging both sides of the student’s brain in the learning process, through a balanced plan of instruction, is important. Such an approach is also believed to improve a student’s ability to remember and apply that information in the future. In order to facilitate this, the teacher must include the use of non-linguistic representations or cues in their lessons to make challenging content comprehensible. Such elements as visual aids - like graphic organizers, pictures, illustrations or images; hands-on experiences including the use of manipulatives or physical models that students can touch, move and create; physical or kinesthetic techniques using movement including gestures such as hand movements to illustrate concepts; and demonstrations, modeling

integrated into the rooms to give the children an early introduction to computer technology. They also provide opportunities for hands-on activities, which is a great way for children of all ages to get in touch with the world around them. For example, in the one year old’s wing the teachers use the boards for music and sometime the Oklahoma City Zoo’s animal cameras where the teachers teach about the different types of zoo animals. But some parents have regards with SMART boards being used in their child’s room. For example, in the one year old rooms parents sometimes do not want their children being introduced to technology at that early of an age. Which is not a good idea at this time, technology is used everywhere and it is better to learn early on in life.

The book has useful cartoon illustrations, and exercises that can help to improve any adult's ability to communicate and problem-solve with any child. The advice is appropriate for generally all adults and children.

The project B was the result of an analysis of a live interaction with the students in a classroom during the practicum II in a secondary school. The focus of this self-evaluation and reflection concerned the usage and the amount of corrective feedback with the students. First of all, in traditional learning situations, the teacher’s role was prominent and the one to achieve most of the talking in class. As stated by the MELS, while the teacher still has an active and central role in the classroom, she or he should act as a facilitator and a guide to support the children when learning. The exercise of this task in addition to the pedagogy classes held at the university enabled me to realize how and to

The “Universal Design for Learning (www.udlcenter.org)” consists of a group of principles that require all children to receive the same form of education and learning. There are three main principles which aid in protecting students with disabilities. These three principles make sure that the students with disabilities receive the same education as any other student as well. The following will explain my opinion on the learning of all children and how the UDL principles apply to this.

Consequently, research carried out by Ahissar, (2004) has also suggested that many children learn better when they have pictures to help them. This is as a lot of children are visual learners, which means they learn by seeing things rather than listening. This resource hence assists children who may suffer from anxiety which is mostly due to them being new to the setting or them not being able to understand routines. Lewalter, (2003) has stated that a visual routine is required as many children learn better when they are supported with photographic images, this is as they tend to mainly be visual learners. Therefore, visual routine can maximise a child’s strengths to develop in areas that they find more difficult.

This results in errors in her work. Alejandra also gets off-task easily. During instructional times when the teacher is teaching, Alejandra would begin to draw on her paper or play with fingernails. When asked a question about the lesson, she would not respond and put her head down. She needs frequent reminders to help her stay focused on the instructions. During the learning segment, Alejandra was highly motivated by verbal praise and the extra time drawing time (5- 10 min) provided at the end of each learning segment. The motivational strategies helped Alejandra to stay more focused and increased her academic performance. This reflected in her results that were collected using the informal checklist (above), for objectives 3 and 4 collected for solving word problems with 100%

For young children who have difficulty communicating, visual schedule can be extremely helpful in allowing them to understand and see what is coming up next in their day. This can assist students who struggle to transition from one activity to another (Meadan, Ostrosky, Triplett, Michna, & Fettig, 2011). They can also be used to help children increase attention on the task and decrease dangerous and disruptive behaviors (Massey & Wheeler, 2000). A visual schedule allows a child to anticipate what is forthcoming in the day and when the child learns how to follow a schedule, it can be used as a way to more easily help explain changes in a routine (Quill, 1995).

This paper will provide a brief overview of my Single Subject Design (SSD) project that I conducted for my SOWK 300 research class. For my SSD experiment I wanted to investigate the number of negative thoughts that I had each day and then try and implement an intervention that would reduce the frequency of negative thoughts that I experienced each day. The study was divided up into three phases in the format of an A-B-A design. For the intervention/treatment phase of this experiment I used mindfulness techniques. Overall, I feel that the intervention that was implemented was effective. This was evident as can be seen in the data collection. This experiment also allowed me to examine and think about how as a future social worker I could implement my experience with SSD experiments to help my clients.