The Effects Of The SM Awareness Assessment

Jennie Hobson is a 7-year-old European American female who attended a school for children with severe developmental disabilities. She was inexpressive within your classroom environment; furthermore, eye contact was a trait she seldom expressed. Customarily, when left alone Jennie demonstrated behavior of sticking out tongue, make strange sounds, and she would wrap her hand around her throat. Jennie has the ability to use crayon and manipulate paper which demonstrated outstanding usage fine motor skills. Jennie physical aggression exemplified her handiness; consequently, within a few seconds she could grab jewelry or eye glasses and throw them to the other side of the room (Kearney, 2012).

Throughout this time, I have seen almost every type of child. In the last few years, however, I have noticed a difference in the grouping of kids at the daycare. These two and three years-olds are constantly being tested by specialists for disabilities, whether it be speech, behavioral, or learning. I also hear first hand from elementary school teachers that there are more disruptive children in the classroom than ever before. Sensory processing disorder is more prevalent now than in the past few years, and more children under the age of five are being tested for the disorder. I have wanted to study this topic for a while now, and this assignment is a perfect opportunity to seek the information I

Most children are diagnosed during the first years of schooling, when the child’s teacher is usually the first to bring concerns to the parents/caregivers and the school administration. Often it is not until children enter school and there is an expectation to perform, interact and speak, that selective mutism becomes more obvious. Moreover, when school starts, children also experience difficulties

I again observed children in the special services department at the Coulter Grove Intermediate School building in Maryville, Tennessee. Though this department covers a wide variety of grades, I concentrated my attention on the second to fifth graders. These children were in the same room, with another special services classroom across the hall. My observation hours occurred between the hours of 12:00 PM and 2 PM. I focused a session and a half (or three hours) on observation of the social and emotional domain in child development. While the special services department does contain children with special needs (therefore, those who have not developed to their fullest capacity), it also features neurotypical children who work as “peer buddies” and are developing normally. The gender divide among the children was around even, although there was a definite race divide, with most children being white. One child out of all the children was black. As a result of the department being focused on special needs children, there were many more teachers than there is in a typical classroom, with the majority of these teachers having a calm approach to leading the children, although making sure to be very firm in their directions. The classroom differed from a “typical” classroom, with a couch on one side of the room and space to sit down on the floor and work. There was also a special area dedicated to children to have time to “cool down” and a bathroom attached to the classroom. While I

This research suggests that an approach to care should be the same as for chronic illness, and ongoing intervention is important (Strine, Lesesne, Okoro, McGuire, Chapman, Balluz, & Mokdad, 2007). This disorder has an effect on many aspects of life for the patient, which include, trouble in school and academically, problems with social skills, and a difficult relationship between the parent and child (Weiss & Murray,

This research suggests that an approach to care should be the same as for chronic illness, and ongoing intervention is important (Strine, Lesesne, Okoro, McGuire, Chapman, Balluz, & Mokdad, 2007). This disorder has an effect on many aspects of life for the patient, which include, trouble in school and academically, problems with social skills, and a difficult relationship between the parent and child (Weiss & Murray,

This study was a quantitative study using and exploratory, descriptive design to explore the role of the school psychologists, their involvement, knowledge and training regarding the Selective Mutism child. The study’s purpose was to measure how much knowledge the school psychologists had regarding intervention used when an SM child was identified. The research questions developed (Ellis, 2015):

Although a classroom will always be scattered with learning disabilities, it’s the social and emotional disabilities that will forever hold a place in my heart. I wanted to be able to learn how to spot this daily challenges students were living with, but also be aware of the different interventions and services that I could provide. I realized I spent a majority of my time on issues like this when it came to student teaching and other opportunities I had in the classroom. This was another reason that I decided school psychology was the profession foe me. I felt that I had always believed in more of an ecological model which is why during our orientation day before our first class, I sighed a huge sigh of relief when Ed explained that UNL has a very ecological model mindset. It gave me even more confidence, that I was exactly where I needed to

The three survey designs employed a randomized allocation process that maintain particular focus to their characteristics such as sex and perceived risk or victim status.

A child with SCD is likely to feel different due to their illness, they feel inferior to their peers as a result of being different, many feel misunderstood and cheated in having to deal with the suffering of a SCD crisis and both the recovery and health maintenance needed by these individuals (McLeod, 2013). Teachers play a paramount role for children at this time in a child’s development, as they are able to encourage gifts and talents they see in each child, this can change a child’s self-esteem, life goals and the very path they may

I interviewed Peter Arsenault, a School Psychologist for a local high school in South Jersey. Our interviewed focused on diagnostic assessments and his role in the process of evaluating individuals with exceptionalities. Arsenault stated the leading method for identifying whether a child is SLD is discrepancy analysis. This involves looking at the overall scores such as FSIQ, reading, math or writing. His preference is the neuropsychological. He explains this based on his doctorate studies. He further contends that neuropsychology looks at both cognitive, and learning as well as attention and executive functioning.

There are multiple types of survey methods utilized in research. Three of the main survey methods include interviews, electronic surveys, and written surveys. In interviews, the assessor works directly with the respondent to obtain responses to the survey. Utilizing interviews allow researchers to obtain comprehensive and thorough responses. Moreover, the interviewer is able to follow-up on certain responses if more information is needed. Despite these benefits, interviews have some potential disadvantages. It is difficult to obtain a representative sample of a population willing to participate in an interview. Additionally, this type of survey is often costly in time and money. Furthermore, there is potential for interviewer bias to affect

The ambiguous behaviors and the incomprehensible symptoms can cause a lot of confusion. This confusion is one of the main reasons why some parents seek medical diagnosis of their children’s cases themselves. Parents reach out for doctors, or other experts, to provide them with an explanation for their children’s confusing behavior. When children end up ‘labelled’ with a certain learning difficulty, parents are actually relieved. To them, they have an explanation from an ‘expert’ for what is wrong with their children (Gillman, Heyman, and Swain, 2000, p. 397). With a label that explains the earlier confusion, the children, their parents, and their teachers are less perplexed and more alleviated (Archer and Green, 1996, cited in Lauchlan and Boyle,

For children with known behavior problems, giving them positive attention to minimize the benefits of negative attention is essential. Teachers

A computer-assisted survey could be the most effective for its speed, relatively error-free interview, and the ability to use picture and audiovisuals graphics. This can also be very effective because of the ability to capture and analyze the data quickly once the surveys have been completed.