My Target Student Is Aiden

I am very close friends with Shannon’s mom having worked with her previously. She described her daughter as an avid reader and stated that she does well in English in school. Shannon described some of the texts she had read and we had a brief discussion about our favorite book series before administering the test. Shannon was rather quiet during the testing waiting for my cues before responding or expounding on anything. Overall she did very well on the 9th grade informal reading assessment. Her reading accuracy was very high, with only miscues on unfamiliar names like “Trotula di Ruggerio” and “Salerno” which she was able to sound out. She had some challenges with the inference based questions, such as “Why would people be likely to regard ‘wise woman teacher’ as a good name for Trotula?”. Shannon was in the ballpark for this answer although her response could have been more concise.

The child knew how to turn the pages, show me the title of the book, and show me the title page of the book. The child struggled in holding the book right side up, showing me the front cover, and the back cover, and finding the first page of text. The child was not able to tell me what the author or the illustrator did. With the conventions of print the child was able to tell me where it tells the story at, where we start to read. Lastly the he could tell me that we read from left to right and top to bottom. The child struggled with the return sweep when reading. The child excelled in showing me the spaces between words, and pointing out letters to me. The child struggled in one on one reading, and finding word boundaries around a word. The child also had problems with finding the first word on the page, and the last word on the page, and with counting the words and letters for me. The child was not able to show me the difference between a capital and lowercase letter. The child was able to identify the letters on a page, some of the specific letters that I pointed to, and also was able to identity some of the letters in his name. The child was also able to name some of the letters on a page, some of the specific letters, and some of the letters in his name. He was able to

Re-directing negative behavior is of most importance. As a provider, it is our most ardent task to help children deal with feelings of anger, anxiety, frustration, even violence. Constant counseling and re-direction is given to the children at every step. Reward and consequence is instilled in each direction of counseling. Self-regulation, control, and guidance will constantly be encouraged in my setting.

So I didn't join team, knowing from my old team who was in my class while I was a student in, but instead joined middle school Faith Formation, doing my best to assist my old teachers so that the younger students would have fun and learn at the same time. By my senior year I decided to teach third and fourth graders, but this time I am a teacher rather than a student teacher. I am a teacher in the class and I work with third and fourth graders to teach them about God, how the Church works, and how treat other people. One of my students has mild autism, and is distracted rather easily. He gets bored and starts to do other things when we don't have full attention. I have only just started teaching with one other teacher, but my goal is to continue to both teach and entertain the students, but to make sure that this particular child associates the Church with good feelings and has fun while learning with the other

Medication might need to be used in order to help Ian deal with his disability. Medication would make the punishment and reward system work better, because the Ian will be able to cope with his ADHD in a better fashion. The reward and punishment system should work well for Ian. It will show him right from wrong and offer him with the communication skills needed to interact with other students. Once Ian has his disorder under control, it won’t be as difficult to get along with other students (Treatments).

Connor is a six year old, Year One student diagnosed with Autism Spectrum Disorder (ASD) when he was three. Connor attends a mainstream government primary

One student I observed had severe disabilities. She seems to be very high on the Autism spectrum. She spent most of her time in the other room, but from what I saw she had severe communication difficulties, would repeat words, and would repeat actions like spinning and rocking. She also showed aggressive behaviors, especially when she didn’t want to do something, like read.

The article entitled “Smooth Transitions: Helping Students With Autism Spectrum Disorder Navigate the School Day” written by Kara Hume, Melissa Sreckovic, Kate Snyder, and Christina R. Carnahan discusses an intervention plan for a fifth grader named Sara, who has autism spectrum disorder, in a general education classroom. In this classroom, there are two teachers that use the co-teaching model in order to reach the needs of the students with and without disabilities. Sara, who is on grade level academically, was showing several behavioral issues. She was not actively involving herself in the lessons, or talking to other students in the classroom. It was also noted that she would end up crying very frequently at different times throughout the day. Other behaviors included putting her head down on her desk and not responding what being asked a question or addressed in general. They observed the times of day that she displayed these behaviors and noticed that it was during the times of the day when transitions occurred. Her behaviors began to disrupt her learning due to time that it took to redirect her and get her back on task.

Our first speaker for SW 325 The Helping Professional in Health Settings class was Sharon Boudreaux. Sharon has a Master of Arts in Teaching of special education. She focused on Applied Behavior Analysis (ABA) for teaching children with autism and other forms of developmental setbacks. Sharon is currently the Director of Education Outreach at the Autism Center of North Mississippi (ACNM). The ACNM, which Sharon helped in creating and growing, provides educational and behavioral services to families and schools to help support children with autism spectrum disorders, developmental delays, learning difficulties, and challenging behaviors. The ACNM offers a multitude of services. Such services may include parent counseling, skill assessments, ABA therapy, services for schools, and parent and teacher training.

My Autism classroom practicum (DSW) provided many opportunities to learn and grow. My commitment, patience, and genuine concern, yielded trust and co-operation from students, resulting in student’s improved outcomes. As my confidence grew, my ability to implement behavioural interventions improved, and I was better able to assist students to work to their fullest potential. Dealing one day with a challenging student, the teacher requested I oversee the other students. I had now the confidence, flexibility, and knowledge to take over this independent role. My ability to be independent, as well as a team player, and other attributes I learned here will translate well to the ABA field where these are essential

The client attends school where he receives an Individual Educational Plan (IEP) to address his Attention-Deficit Hyperactivity Disorder along with his developmental delay and learning disability. There is limit to no information on the client’s developmental history as the client’s biological mother parental rights have been terminated due to history of domestic violence, neglect and the possibility of physical abuse. The client’s biological sister has also been removed from their biological mother and they both reside with their pre-adoptive

28. Have a different calendar or daily advisor all these natural treatment tips of your child's appointments and tasks. Retain all physicians' and counselors' business cards in a binder for fast access in case there are changes you see in the kid with autism or quick questions.

He showed an adequate effort to participate in the session. Rapport was established and adequately maintained throughout the duration of the session. Osvaldo stated that his day was going well. He informed the MHP that he enjoyed school. His foster mother reported that his behavior has improved since the last session. She stated that she was going to give him his phone back. Osvaldo seemed very excited about attending the football game. He informed the MHP that he did not get in trouble at school. His foster mother stated that he has been very helpful with the kids in the home. Osvaldo stated that he has been reflecting on his behavior over the last few days. He mentioned that he identified areas that need improvement. Osvaldo noted that his behavior has not be consistent. He expressed a desire to work on his behavior and attitude. Osvaldo expressed interest in learning additional techniques for anger management. He mentioned that he needs to do a better job expressing his feelings. He stated that his study habits could be better. His foster mother mentioned that he could spend more time in his books. Osvaldo stated that he will focus more on his studies.

My child 's name is Jude Alexander and he is a male. As a baby he is cautious around new people and situations, but warms up fairly quickly to friendly people. In kindergarten Jude Alexander seemed to have made one or two friends and usually played cooperatively and was sometimes reluctant to join in new activities with unfamiliar children. He performed below average on tests of vocabulary, and the ability to retell a story. He had a real knack for the art projects, and really got interested in the pre-math activities involving working with blocks and geometric shapes. In first through fifth grade he worked cooperatively in groups, usually respects the rights and property of others, and usually demonstrates appropriate peer social interaction. He demonstrates strength in art, all areas of reading, and in spelling and appropriate for the grade level in writing. He needs additional help in the areas of speaking and listening and in the content knowledge of social studies, science and music. He was average in mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. In the seventh grade, he consistently contributes to cooperative group activities and respects the rights and possessions of others, and shows age-appropriate social interaction with peers. He demonstrates strength in art, reading, spelling and writing. He was average in math and science, and needs additional

My client, whom I will call “Jay,” is an eight-year-old, African-American boy, who was referred to our agency by his mother who wanted him to get “any services he could get for free.” He has some emotional and behavioral deficiencies, and does not handle stress well. He has frequent outbursts in class, and reacts without thinking. He needs to work on his interaction skills, and develop strategies that will help him use his words instead of physical reactions when he is frustrated. Because his trigger is frustration, he needs to learn to respond in a positive manner to his peers and teachers. Also, “Jay” needs to learn how to think and act independently.