Personal Narrative: Personal Observation

The program consists of 10 sessions designed to be delivered in weekly sessions of approximately one hour each. As it can be seen on Table 6.1, during the sessions children are involved in activities aimed at teaching them coping skills and problem solving techniques, thereby, helping them deal more effectively with challenging situations in life. Before the program starts, each group facilitator receives a group leader manual and each child receives an activity book that they complete throughout the program’s implementation (Barrett,

Two-day training workshops are available for S.P.I.R.E. Additional consultation and professional development is also available to schools or districts in developing support plans to ensure ongoing success using the program.

7.3 Develop strategies for working in partnership with parents and carers and others with children with additional needs

Introductions were made and the meeting purpose was stated (initial). Parents were provided with parent rights. In attendance were Diane Mize (Therapist), Brenda Muth (Psychologist), Christine Garcia (RSP teacher), Michelle Madrid (Gen. Ed. Teacher), Michelle Anderson (Gen. Ed. Teacher), Greg Brisbine (Principal), Erica Ultreras (Assistant Principal), Ben Larios (Dad) and Michelle Larios (Mom).

Some of these additional resources include the time required to increase support and the skills to intervene and monitor progress (Bohanon, Goodman, & Mcintosh, 2010). The purpose of data collection in Tier 3 is “to build an intervention that will accelerate learning, monitor intervention progress, address and adjust integrity and implementation facets to maximal effects, and to evaluate the intervention effects” (VanDerHeyden & Burns, 2010, p. 12). Although Tier 3 may or may not include a referral to special education, a referral for these services is recommended for students who do not make progress, if there is any question of a

Dettmer, Knackendoffel, & Thurston (2013) address the Triadic model as a classic model that contains three roles such as the consultant, consultee, and the client. The consultant in this meeting was the special education teacher. The consultee was the general education teacher. Lastly, the client was Dominick. All participants needed to collaborate together to increase Dominick success rate with his IEP goals. The resource/consulting teacher program (RCT) was the second model to be used during this meeting. The parents were unhappy with the suggestion to decrease Dominick's time in his special education classroom and asserted their concerns. Presently, Dominick receives services in the special education classroom as a form of pull-out services at a rate of 45 minutes per day. The remainder of his time spent is in the general education classroom. By following this model, the team projects to decrease his time spent in the special education classroom and increase his time spent in the general education classroom. However, due to Dominick struggling to meeting his current IEP goals, it would not be beneficial for him to decrease his time spent in the special education classroom as he requires additional 1:1 assistance, especially in the area of writing. Dettmer, Knackendoffel, & Thurston (2013), suggest that by following this model, parents are able to provide their input for consultation

I selected my Family Collaborative Project as an artifact that represents my competency to assess the ongoing learning of children (including those with disabilities) birth-to-three in a collaborative manner with paraprofessionals and families. I used two different screening tools based on a systematic approach of assessment: Developmental Screen Ages & Stages and the Assessment, Evaluation and Programming System (AEPS). The Family Collaborative Project encompassed my ability to collect screening data, assess and record children’s on-going development, use developmentally appropriate learning outcomes that align with Kentucky Early Childhood Standards. Further the results of the assessment provided me the opportunity to work as a team with families, paraprofessionals and teachers to design learning outcomes and plan future services and instruction.

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.

Session held at client's home. DI worked on establishing report. DI and Sofia worked executive function, social and language. During session Sofia need it 7 directive prompt and 1 partial physical prompt. DI and Sofia look at video for potty training. Sofia did a great job following instructions given by DI. Sofia was able to keep small conversations with DI and client's mom. Sofia's mom assisted, participated and facilitated during session.

Educational /behavior Interventions – these therapist uses highly structured and intensive skill oriented training sessions to help children develop social and language skills and applied behavioral analysis. (Adehem,

(Barkley, 2002). Child training intervention target on a step-wise method in completing an assignment through building method from adult verbal instructions to self explanation followed by appraisal of children performance.

If a student is not successful in Tier 3, he/she will be considered for special education testing. The classroom teacher is responsible for communicating is developed through the School Assessment Team (S.A.T.), which is comprised of the school administrators, the teacher of the student being assessed, reading specialist, interventionist, ESL teacher, special education teacher, speech teacher school, psycologist and social worker. Based on the findings, a home visit with a translator, special education teacher and social worker will perform a home visit. This is in order to determine where the child is developmentally in language and academically. The instructional team will also monitor instruction and provide feedback. Encore time embedded into the resource schedule for students will provide additional support for students as needed. The Response to Intervention (RTI) and the S.A.T. will work with teachers to meet the needs of the learner. School audits and walk -through will be on

The special education field is a very specialized career. A 1:1 Instructor has the responsibility of implementing the individual education plan written by the certified teacher. They also have the responsibility of ensuring that the student’s environment is structured, as is written into their applied behavioral therapy plan. This task requires, not only individual training by the students former staff, but a sound understanding of applied behavioral therapy as well. The workshop to train for this position should include, both an online component to formally address how applied behavioral therapy works, as well as on the job training and shadowing by former staff.

training sessions and obtain feedback from the therapist. The practice involves role-playing with the therapist or another parent, where one individual plays the role of the child and the other individual plays the role of the parent. Sometimes parents also practice with their own children during the session. Completing the homework assigned between session is a fundamental part of the training (Spiegler,

Programs randomly selected for the control condition will not have access to a mental health consultant, but will still receive Teaching Pyramid training and distance coaching. At least 80% of staff members who work in the preschool or early childcare center will participate in a one-day training in August, which is described in greater detail below. The control group will complete all of the same measures as the experimental group, which are listed below in the measures section. Schools and centers randomly selected for the experimental condition will have access to a mental health