The CBI is composed of several interventions or strategies that were created to help children with EBD manage their behavior in a variety of social settings. According to the textbook, Evidence-Based Practices for Education Students with Emotional and Behavioral Disorders (2nd ed), Yell describes how the students become engaged in “self-management, self-monitoring, self-evaluations, and self-reinforcement”. (Yell, Meadows, Drasgow, & Shriner, 2013) Self-management based interventions relates to students being expected to learn how to become a good observant, how to record, and how to reinforce their behavior. Self-management deals with three main procedures: self-monitoring, self-evaluations, and self-reinforcement. They all take care of one aspect of the student, which is being able to control their behavior on their own.
For instance, Johnson suggests strategies such as providing additional instructional help including specialists, therapists, and aides, (b) establishing flexible classroom that are open and can provide direct instruction in small, self-contained areas, (c) assigning specific teachers with teaching styles that match the learning styles of children with special needs. More important, Sattler asserts that before a teacher evaluates a child with special needs he or she should the child for other potential health problems such as vision, hearing, and other physical conditions (261). In addition, the teacher should examine the student’s school record to determine behaviors of socialization and cooperation. Particularly for preschool children, Sattler recommends the use of materials that is important in communication strategies with younger children, and special needs children including gestures and positive reinforcement. More important, the best way to make a child welcome is to establish a good rapport with the child, so that the child feels comfortable and ready to interact with the teacher and the rest of the
This understanding should be used to connect the hypothesis and theory with my own practice as a teaching assistant within the school. Furthermore, children’s behaviour, development and current skills should be observed to identify and assess their progression in order to plan tasks that are suitable towards individual needs. Question 2: Make a list of how to perform pupil observations When making
Cognitive Behavioral Intervention Approach Michelle Walker Grand Canyon University: SPE 558 February 3, 2013 Cognitive Behavioral Intervention (CBI) Approach There are several types of interventional strategies with approach techniques that are utilized for managing a learner who is diagnosed with emotional behavioral disorder (EBD). However, these interventional approaches that are being utilized for managing a learner’s behaviors in the school setting, the final goal of these interventions should be that these learners are capable of managing their own behaviors outside of the school setting. On that note, CBI self-management strategies are considered to be proven effectual methods for the purpose of providing applicable and significant support for diagnosed EBD learners. Advocates of CBI affirm to the mutual relationship between thoughts and behaviors as a cognitive content of their approaches. According to Yell et al., (2009) when employing Cognitive Behavioral Interventions (CBIs) the learners have engaged in self-management, self-control, self-monitoring, self-evaluations, and self-reinforcement (Yell, Meadows, Drasgow & Shriner, 2009).
Response to Intervention (RTI) PaperProfessor The Why behind RTI Reponses to Intervention (RTI) is an application of learning or behavioral intervention and measurement of students’ responses to such interventions. This process utilizes a three-tier hierarchy system to help struggling students learn at higher levels. In tier 1, schools would have access to rigorous, grade-level curriculum and highly effective teaching. In tier 2, schools use ongoing formative assessment to identify students in need of additional support, as well as target the student’s specific need. In tier 3, schools guarantees that all students in need of intensive support would receive this help in addition to core instruction and not in place of it.
(Lazarin and Ortiz, 2012). CPS has also noted that testing students will become a major part of the teacher evaluation system. (isbe,net) These tests must be administered to the ELL student to fit their needs and match the standards set for their testing environments and individualized learning plans. The auxiliary staff aide the classroom teacher in developing a well balanced and most times an individualized program for the ELL students, CPS has to increase these 'human resources' to help the ELL student. Next I began think about the fate of the underperforming schools.
Customized Learning Theory Angelique Young Liberty University Introduction There are many ideas and theories on what makes the best learning environment. Things to consider are teacher-student relationships, teacher-parent relationships, parent-student relationships and lastly, student-self relationships. Each relationship creates an environment that is intertwined with the other to create the best learning environment for the student. When one or more of these relationships fracture, the environment for the student is, at best retarded, if not crippled. By understanding the dynamic of these relationships, a teacher understands the development and learning of students and seeks opportunities to positively support not only their intellectual development, but also social and personal as well.
During Unit 3, the class explored students with exceptional needs, such as students with learning disabilities who have an IEP. One of the most important parts of this unit was the field report, in which we had to describe and analyze teaching practices for students with an IEP. By having us adapt a content standard for the student we observed, we were able to address TPE 9, “Instructional Planning.” TPE 9 in particular deals with differentiated instruction, which is what we specifically observed and wrote
Wiley, A., Siperstein, G., Forness, S., & Brigham, F. (2010). School Context and the Problem Behavior and Social Skills of Students with Emotional Disturbance. Journal of Child & Family Studies, 19(4), 451-461. doi: 10.1007/s10826-009-9316-4. This article studies the different social and behavioral characteristics of students with Emotional Disturbance in the public schools and how it may impact special education effectiveness. I was interested in this article so I could further my knowledge of the social and behavioral characteristic of students with emotional disturbance because I wish to work with emotional disturbance children once I complete my Masters of Education.
Learning Perspectives Learning Perspectives Christopher A. Schell Grand Canyon University EDU313N Educational Psychology 20th November 2009 Learning Perspectives Classroom of students are articulated with different attitudes, learning styles, strengths, and weaknesses, not to mention different motivations. Understanding is one of the most cherished goals of educating these students. Teaching for understanding can bring knowledge to life by requiring students to manipulate knowledge in various ways. For instance, educators must connect with each student and ensure they are connected to what they are learning. Therefore one may utilize different Educational Psychology perspectives in accomplishing this task.