Martin is finding it hard to interact with other children and his educators at school. He is in grade 4 now and has had this problem since kindergarten. He lacks interest in the classroom and he is difficult to work with. Often times he is sent to the principal’s office because of inappropriate behavior. He does not keep friend for lengthy periods of time. He is physically aggressive and very emotional, even about seemingly innocuous things. He does not like sympathy during these emotional times. Frequently he behaves like he is depressed.
During these depression episodes he tends to stay by himself. He has a difficulty understanding and subsequently remembering material taught in class. NOTES: He lacks interest in the classroom and often-times he is sent to the principal’s office for bad behavior. He does not keep friend for lengthy periods of time. He is physically aggressive and very emotional, even about seemingly innocuous things. Frequently he behaves like he is depressed. During these depression episodes he tends to stay by himself. Tommy’s academic studies are in decline. EBD is Correct!
Tommy is physically aggressive, does not follow instructions, likes to keep to himself, is always nervous, and has difficulty interacting with his peers. Effective Practices that might work for Tommy • Give him his own work and compliment him in public for work well done. • Try to communicate with him at some level and make every effort to make the communication a positive experience. • Give Tommy special help with his intellectual studies, e. g. , abbreviated homework, classmate mentoring, and selected decision points. • Put Tommy on a reward system, based on his achievement.
Started University Time Work Make
I never realised how important time is until I started university. Getting the best out of you studies in university is forgoing one thing for another. (opportunity cost). When I first started university I was working full time. As time went by I realised that I just could not cope, so I decided to work part-time while studying. I can now cope better with my school work load and can produce a ...
Assign a behavioral therapist to Tommy. Jacob Perales is struggling at school. This is his third year in first grade. He is unable to understand material presented in class which due in part to his total lack of focus. His organizational skills are nonexistent. During any lesson he has a hard time finding the appropriate materials at his desk. That is because his desk is a total mess. Jacob’s attention wanders from classroom activities, especially during unusual school occurrences. His homework assignments contain numerous small errors. In addition he simply can’t follow any of the assignment rubrics. When the teacher asks questions in class, rather than waiting for the question to be finished, Jacob yells out the answer. He is always in motion and can’t stay in one place for very long. Jacob is also quite garrulous. Overlaying all of this is the fact that his behavior makes it difficult to develop close relationships with the other students. Notes: This is Jacob’s third year in first grade. He is unable to understand class material, and his attention wanders. His organizational skills are nonexistent. He is always in motion and is an impediment to normal classroom activities. Jacob is falling far short of normal academic metrics
ADHD is correct! Jacob is reckless and lacks focus on classroom activities. His attention easily wanders from the lessons at hand. He is always in motion and can’t sit still. Effective Practices that might work for Jacob • Help Jacob unlearn reckless behavior • Create rubrics that are easy to understand • Create logical behavioral strategies to improve Jacob’s behavior. These should include strict punishments and satisfying rewards for bad and good behavior respectively • If instructions are kept to, give Jacob strong encouragement • Put Jacob on a reward system, based on his achievement
Stephanie Rocha loves to interact with her second grade classmates. During class she communicates with her peers. Often times this communication is in the form of written notes. She gets caught passing notes frequently and she is punished appropriately. This behavior is ongoing which means that she is not a rule follower. She does not pay attention to the lessons at hand because her attention is taken up in communicating with her peers. Stephanie does not like to work. She is unable to either keep her desk clean or turn in homework assignments within reasonable time frames. Friendship comes easily to her, but it is usually short lived.
The Essay on Macbeth Imagery Of Animal Behavior And Class Status Advances
Macbeth: Imagery of Animal Behavior and Class Status Advances In Macbeth, the imagery of animals behavior and class status advances the theme of animals in relation to human characteristics. The examples discussed in my paper will make it quite clear that this imagery is evident, throughout the play. In Act 1 sc. 3 line 8, the first witch chants and says that the sailor is the master of the Tiger. ...
Notes: Stephanie loves to interact with classmates but she is not a rule follower. She does not focus on lessons at hand, she does not like to work and her desk is a mess. Friendship comes easy but it does not last. No Exceptionality is Correct! Stephanie’s behavior is not consistent with ADHD or EBD. Communicating with peers during class, lack of focus, and rule breaking are well within the range of normal youth behaviors. Effective practices that might work for Stephanie: • Positive reinforcement for proper behavior • • • Reiterate class directives frequently. Remind her of consequences for not following the directives.
Proximity teaching with respect to organizational and social areas. Get Stephanie’s parents involved in rule reinforcement. When it comes to identifying the disabilities of ADHD and EBD was a little difficult to identify the differences in the actions of the children. Any child can have a hard time staying organized and can get disruptive at times. Some children may not have any disability and they may literally bounce off the walls at times. The thoughts that helped me come to the conclusion of the children’s disabilities was that they were on going and it did not seem to get better and they went further in school.
The grades were a big indication for me to. Their grades started out good and then sliding consistently was something that really stood out to me. The child that had neither one of the disabilities had some of the signs that the other two children had and yet her grades were good and seemed to stay on a good trend or at least steady. I thought to myself that children are going to be children and they are not going to have the patience level we would like them to or the common sense to express their energy at certin times.
The Essay on Censorship Of Television Children Media Behavior
On one hand parents argue that violence on television causes aggression in their children, on the other hand, media figures, professionals, and figures of authority say that there is no proof that television influences children. There have been more than a thousand papers published on the effects of media on behavior. There have been studies in many countries of the world. Generally, the evidence ...
They are going to be unorganized and mouthy and even disruptive but for most children this is an occasional thing that they seem to get better at and learn from their experiences. The children with the disabilities will tend to not learn as quickly and it may seem to happen more frequently. The disabilities of EBD and ADHD can be difficult to identify and define because there are many different signs that come with the children and they are different with each child. The children express their issues or disabilities in different ways and at different times. This makes the disabilities harder to define and identify.
It sometimes is difficult to label children as having ADHD or EBD by simply observing their behaviors. For example it is well within the realm of normal for children not to pay attention in class, or to fight with other students. Some children have so much energy that they may not be able to sit quietly in their seats during class. This is also within normal behavior limits. In light of these difficulties how do we diagnose ADHD or EBD? One requirement is that the bad behaviors must be ongoing over long periods of time. In addition there is no improvement in behavior over this time frame.
Another requirement is falling grades. In Stephanie’s case she shared some of the bad behaviors that Jacob or Tommy had. However, unlike Jacob or Tommy her grades were steady. She was not labeled as being either ADHD or EBD. All of this speaks to the fact that children will be children. The typically are not willing to wait, they do not have sense to see the obvious, and they have no experience to gauge their expression appropriately. Most children are not well organized, they do talk back, and they can often times disturb an otherwise peaceful situation.
Bottom line, most normal children will iron out these difficulties as time goes on. For ADHD and EBD this is not the case. It just takes time to notice these differences. So ADHD and EBD are problems that are not easy to see. The behavioral symptoms are similar to those of young children who have not matured. Furthermore the behaviors span a wide range depending on the child. The behaviors also occur at different time points. So in the early stages it is not easy to label ABHD and EBD children. Time is the key, most children mature, the ADHD and EBD children do not. Once identified intervention must be applied immediately.
The Term Paper on Working Mother Family Children Time
To Work or Not To Work The Dilemma of the Working Mother INTRODUCTION: The discipline of Sociology has long been interested in the study of human behavior. This interest grows from the sociological conception of relationships which distinguish the individual and differentiate him from other members of society. Through the ages, man has been influenced by social interaction and cultural ...
