The article I found is titled, "Mainstreaming Students with Behavior Disorders: The Use of Classroom Peers as Facilitators of Generalization." This article discussed interventions in the classroom for students with emotional/behavior disorders. The interventions the article discussed were self-evaluation procedures, peer-mediated interventions, and a combination of the two.
The topic I enjoyed the most about this article was the emotional/behavior disorder classroom intervention that involved peers in the general education classroom. The teacher chooses a peer to be a positive role model for the student with the EBD. The positive role model helps the student monitor his/her behavior each day. This allows the student with EBD to have special attention they may be seeking, but also allows the teacher to continue with teaching. I like the approach because, from my experience, the students I have had with a behavior issue crave for friends and crave to be accepted by peers. I think that by pairing up a general ed student with a student that needs some extra help with behavior can really have a good outcome.
One factor that I would worry about is the peer relationship having the opposite outcome. I would worry that the student that was the positive role model, might be influenced by the student that is acting out or seeking attention. I think it is very important to choose a student that would not be influenced negatively and to discuss with that student his/her job and expectations and a peer mediator.
All in all, I really enjoyed reading this article and it was pretty interesting. I wish it had discussed more ways of intervention for students with EBD.
DuPual, G. J., & McGoey, K. E. (1997). Mainstreaming students with behavior disorders: The use of classroom peers as facilitators of.. School Psychology Review, 26(4), 634.
Monday, September 28, 2015
Monday, September 21, 2015
Intellectual Disability
The article I chose to read and discuss is titled "Effects of Child-Centered Play Therapy on Irritability and Hyperactivity Behaviors of Children With Intellectual Disabilities." This article talks about a study that was done on two first grade students. A female and a male student with intellectual disabilities. In the study, these students were given CCPT, or child-centered play activity.
I was very interested in this article because it discussed children with intellectual disabilities and how usually when they engage in problem behavior, it is to gain the experiences they need. I know a young student who came to me with a 504 Plan from preschool.. The student has sensory issues and has no concept of space. He is constantly leaning on another student or sitting on another student. He does not recognize when he is doing these things. What I do notice, is when this child gets upset or angry he intentionally needs to shove/push another student. It does not make a difference who this student is that he shoves or push. I am having difficulty with this student, and reading this article about play therapy, made me think that this may be a student that can benefit from this intervention. I noticed self-regulation would be huge with this student. The article discussed how play therapy is great for independence and self-regulation.
Although, I did enjoy reading this article, I felt as if I still wanted more information on what exactly is done in play therapy. "Free Play" is usually a part of our kindergarten day. it teaches kids how to share and socialize. "Free Play" is actually where I see the most trouble with the student I am concerned about. I know it is because it is not as structured as the rest of the day. There are rules, of course, but students have more freedom than they do other parts of the day. I see that this is where the behavior usually occurs. Overall, this was a very interesting article and it opened me up to new ideas about potential interventions for students.
S Swan, K. L., & Ray, D. C. (2014). Effects of child-centered play therapy on Irritability and hyperactivity behaviors of children with intellectual disabilities. Journal Of Humanistic Counseling, 53(2), 120-133. doi:10.1002/j.2161-1939.2014.00053.x
Monday, September 14, 2015
ADHD- Article Blog
I really enjoyed the article I found about ADHD. The article is titled "ADHD in the Classroom: Effective Intervention Strategies." I decided to research intervention strategies because I feel as if we hear so much about ADHD and the behavior that arrives from it, but the only treatment I ever really hear about is medication. I was curious to read some more information on ideas on how to accommodate students with ADHD.
This article really has great information. It discusses several types of intervention ideas for students with ADHD. It talked about antecedent- and consequence-based intervention. Antecedent-based interventions include things, such as posting rules for students on their desk, or allowing them to choose between two different assignments to complete. Consequence-based interventions would be things like a token reinforcement for good behavior, or taking the token away if negative behavior occurs. The article also mentions self-regulation, where the student monitors his/her own behavior. Academic intervention can include peer tutoring, or using technology to help teach and reinforce. Home-school communication intervention with a constant communication between parent and teacher was also discussed in the article.
As I was reading this article, I was actually remembering doing some of these interventions with a student I had. This student was not diagnosed with anything and was very young. He had behavior, such as, running out of his seat whenever he had a chance, putting his hands on other students, shouting out, complaining and throwing tantrums when he had to do work, and taking off his shoes and throwing them. I remember creating little picture cues of what a good listener looks like and taping them on his desk. He did okay with that for about a week. It just didn't seem to bother him that he wasn't listening. I decided to do a token reinforcement plan. He was obsessed with Angry Birds Star Wars. I just so happened to see these Angry Birds Star Wars figurines and Target in the dollar section. I put them in an envelope and the student kept the envelope under his desk. He was not allowed to touch it. It was a secret and no other students knew about the envelope. If the student completed all of his work, then the last 10 minutes of the day, the social worker would take him and his envelope to her room and he was able to play with the figurines. If he was demonstrating poor behavior, I would take the envelope. If he stopped and was able to get back on task, I would give it back. He was only allowed three warnings. After I took the envelope a third time, then it would stay mine and he wouldn't play that day. It really worked. This behavior plan moved with him to first grade.
All in all, I really liked this article. I felt like it had great intervention ideas that would benefit students with ADHD.
DuPaul, G. J., Weyandt, L. L., & Janusis, G. M. (2011). ADHD in the Classroom: Effective Intervention Strategies. Theory Into Practice, 50(1), 35-42. doi:10.1080/00405841.2011.534935
This article really has great information. It discusses several types of intervention ideas for students with ADHD. It talked about antecedent- and consequence-based intervention. Antecedent-based interventions include things, such as posting rules for students on their desk, or allowing them to choose between two different assignments to complete. Consequence-based interventions would be things like a token reinforcement for good behavior, or taking the token away if negative behavior occurs. The article also mentions self-regulation, where the student monitors his/her own behavior. Academic intervention can include peer tutoring, or using technology to help teach and reinforce. Home-school communication intervention with a constant communication between parent and teacher was also discussed in the article.
As I was reading this article, I was actually remembering doing some of these interventions with a student I had. This student was not diagnosed with anything and was very young. He had behavior, such as, running out of his seat whenever he had a chance, putting his hands on other students, shouting out, complaining and throwing tantrums when he had to do work, and taking off his shoes and throwing them. I remember creating little picture cues of what a good listener looks like and taping them on his desk. He did okay with that for about a week. It just didn't seem to bother him that he wasn't listening. I decided to do a token reinforcement plan. He was obsessed with Angry Birds Star Wars. I just so happened to see these Angry Birds Star Wars figurines and Target in the dollar section. I put them in an envelope and the student kept the envelope under his desk. He was not allowed to touch it. It was a secret and no other students knew about the envelope. If the student completed all of his work, then the last 10 minutes of the day, the social worker would take him and his envelope to her room and he was able to play with the figurines. If he was demonstrating poor behavior, I would take the envelope. If he stopped and was able to get back on task, I would give it back. He was only allowed three warnings. After I took the envelope a third time, then it would stay mine and he wouldn't play that day. It really worked. This behavior plan moved with him to first grade.
All in all, I really liked this article. I felt like it had great intervention ideas that would benefit students with ADHD.
DuPaul, G. J., Weyandt, L. L., & Janusis, G. M. (2011). ADHD in the Classroom: Effective Intervention Strategies. Theory Into Practice, 50(1), 35-42. doi:10.1080/00405841.2011.534935
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