Student Intervention Case Study

The Comprehensive School Counseling Program Notebook which follows the ASCA National Model third edition was created in School Counseling Programs. This notebook is divided into four components as directed by the comprehensive school counseling program: foundation, delivery, management, and accountability. The Foundation section includes my core beliefs, my vision, my mission, rationale, description, and goals of the program at Mountain Home Junior School. Delivery, Management, and Accountability (AR 1.2).

This report detailing issues in behavior intervention first reviews information regarding the use of functional behavior assessments and then explains intervention strategies which may be effective in dealing with behavior issues in schools. In addition, issues that impede treatment are discussed. This source appears to be objectively written with the goal to inform the reader of functional behavior assessments, treatment for problem behavior and issues which may cause treatment to fail. This source may be useful when researching Behavior Intervention Plans because team members and

The bulk of this article takes a look at an intervention plan that teachers can use in the classroom to help students, such as Sara, transition. This transition plan is a four-step process, which allows for it to be individualized and used in a variety of situations with all different types of behaviors. The four aspects of the process include

The use of formative assessment practices with ELL students are observational checklists, peer assessment, and performance skills. By having students writing a lesson plan, the roles between the teacher and the students will be changed. This is a formative assessment that engages students in distinctive ways. Students are focused on goals and objectives. It gives them confidence. They are creating a lesson. For ELLs, this is a tremendous accomplishment when done correctly, as well as when done in a collaborative classroom environment. It promotes constructive feedback. Students play an active role in formative assessment. They not only perform the task given, providing evidence of their current learning, but they are also involved in self-assessment (and sometimes peer assessment); therefore, developing and enhancing autonomy.

Thus, examinees must understand common school-based intervention programs, such as bullying prevention and promoting good health. The foundation of school psychology delves into the importance of culture, background and individual values. Examinees must demonstrate understanding of research design, evaluation and statistics. Finally, the children’s service section covers instructional strategies, curricular accommodations and effective group interventions. In fact, examinees must clearly understand school-based intervention skills and techniques. They must also be familiar with child and adolescent psychopathology, such as common symptoms of mental health problems and how these impact a student’s

Creating and implementing effective lessons for a literacy learner who is struggling with reading and writing takes much effort and appropriate resources. Throughout the Literacy Development course, I have gained much insight and resources that have become valuable tools in addressing students’ literacy needs. Each week, I conducted lessons and activities that targeted the needs of many students, but my initial focus on was on one particular student. His individual reading level, spelling development, and writing abilities were analyzed and the recorded data was used

There is not one treatment intervention that will solve all issues. Therefore, we have to be able to evaluate each situation uniquely. Treatment intervention can involve the use of prescription drugs in order to limit the outcomes of any condition. Good interventions include good monitoring procedures, follow-ups, and support. One treatment that works for an individual may not necessarily work for the next person. The purpose of the intervention is to break a negative cycle that has become destructive to an individual. Most of the individuals that undergo an intervention will begin with a slight condition of denial. The chemical dependency on any type of drug can be detrimental to an individual and his or her family. The situation in case one, dealing with the 18 year old high school student, would be an appropriate person to implement into a treatment intervention because he will need the additional support and medical support in order to overcome his addiction.

Participants: M. Parker, Guidance Counselor, B. Michael, Social worker, Parent, D. Shaw Principal, S. Roberts, Behavioral Consultant, Classroom Teachers; D. Chemnitz and C. Ragusa

The purpose of Response to Intervention is early detection and identification of learning concerns of students and the development of an individualized plan that addresses the appropriate prescription for resolving the students’ academic or behavioral issue. In our twenty-first century learning communities, students are required to participate and are engaged in educational activities that may challenge their ability to grasp the concept in manners conducive to their learning styles. Schools are challenged to examine their methods of instruction to meet the needs of all children making them successful in all areas of academic content. “A quality school is a place where students learn to think and apply knowledge to new situations, where students are involved in and excited about their learning, where students make individual gains in process and knowledge, where adults know they care about individual students,

Universal supports and instruction are the core programs and strategies provided to all students within the school building to promote successful student outcomes and prevent school failure. Tier 1 supports are intended for all students in the school. The core components of prevention include setting clear behavioral expectations, creating an acknowledgement system to reinforce desired behaviors, and developing a system for addressing misbehavior. Creating clear expectations is the first step in developing a school-wide PBIS program. The Universal System

A. The concepts, themes, ideas, and details are addressed in questions and tasks derived from the text.

The purpose of this paper is to explain the rationale regarding instruction and decision making, analysis of student learning, and reflection of personal performance within the literacy assessment and instruction analysis project. The project entails five lessons administered to a student to provide help with writing, and ultimately, to help the child improve in his or her writing skills. This document includes background information, goals, assessment results, instructional plans, and a personal reflection piece. This project aims to provide best practices and explicit instruction to a student in the subject of writing, ultimately hoping to bring the child to a higher writing level by

This paper has been composed to discuss the formulation of a plan for a student, who has been identified as having Autism Spectrum Disorder, and is currently receiving support services for speech and occupational therapy. An effective plan for collaboration with the occupational therapist and speech therapist as well as how the general education teacher will be supported will be described in the document. This paper will also discuss how behavioral observations have been used in the general education classroom to develop an intervention program that will meet the student’ s IEP goals and the services that are being provided meet those goals. The following will furthermore describe how the environment will support the student within the general

Intervention: MS. Smalls (CSP) and Deonte discussed his interactions with peers in diverse settings. CSP and Deonte reviewed deep breathing and counting to ten slowly to reduce angry. CSP encouraged Deonte to use coping skills in all setting before getting angry. CSP redirected Deonte several times during the visit. CSP discussed Deonte appeared to have cried before coming home from school. CSP, Mr. Pringle (MHS) and Deonte review overall process made on this goal. CSP and MHS reviewed paperwork. CSP encourage MHS and Deonte to practice coping skills. CSP praised Deonte on being more constant on his behavior chart.

The first chapter of the readings, the Proactive Advising approach was an interesting read, as it talked about intervention methods to assist the student before a problem occurs. I interact with first generation college student at East Los Angeles College and referring students to tutoring sessions and accomplishing academic struggles per semester further reinforces and encourages the student to accomplish their goal of transferring to a four-year institution. Though the chapter was focusing the Proactive Advising approach with at-risk student population, many first generation college students fall under this category as the transition from high school to college can affect the student that they start to suffer with their academics. When dealing with first generation college student, it was great to read that the Proactive Advising approach was open to establishing a strong relationship between the student and advisor by informing the student of the advising process and the academic setting, as seen on p. 141 of the readings. (Vareny, 2013) The table on p. 144 was very informative when advising students as I could look at the four different factor that might be affecting the student from accomplishing their goals (Varney, 2013). The communications calendar on p. 145 (Varney, 2013) of the readings was very helpful to read and learn about the usefulness when advising students, as at the moment I do something similar with other advisors in my program. The