Disability Project

Disability Project
Hallie Utter
At Risk Students
Attention Deficit Hyperactivity Disorder
Autism Spectrum Disorder
Emotional Behavioral Impairment
Specific Learning Disability
Traumatic Brain Disorder
At Risk Students
Introduction
Summary: I am interested in learning about students who are considered to be at risk because so
far in my forty hours I have encountered several of these children. In the area that I plan on
student teaching, I know that I will encounter many more at risk students and I wanted to be
prepared so I can help them succeed in the classroom. Personally, it is a goal for me to learn
about these students in order to become a better teacher to obtain a job in the Ludington/Hart
area.
Definition: The term, at risk, is used to describe students or groups of students who are
considered to have a higher probability of failing academically or dropping out of school. The
term may be applied to students who face specific circumstances that could jeopardize their
ability to complete school, such as homelessness, teenage pregnancy, serious health issues,
domestic violence, or other conditions, or it may refer to learning disabilities, low test scores,
disciplinary problems, grade retentions, or other learning-related factors that could adversely
affect the educational performance and attainment of some students.
Causes:
-Poverty
-Parental Unemployment
-Homelessness
-Low Educational Attainment
-Physical or Mental Health Issues
-Disability
-Substance Misuse or Dependency
-Pregnancy or Parenting
-Unsupportive School Culture
-Negative Relationship with Teachers/Staff
-Limited Subject Options
Statistics:
At least one disability - 7.6%
Retained in grade at least once - 8.1%
Speaks English less than 'very well' - 4.9%
Either parent emigrated in past 5 years - 2.3%
Family income below $10,000 - 8.5%
Neither parent/guardian employed - 10.5%
Impact on Educational Setting: Students who are considered at risk are those who are likely
to either fail academically or drop out of school. Typically, these students many not have an
interest in school because of problems going on at home or issues they are personally struggling
with. These are students who may not seek attention in the classroom or stand out in anyway,
instead they tend to hide and go unnoticed which is the biggest problem because we tend to
forget about these types of students. As teachers, in order to keep students interested we must
make our content relatable to the students lives along with providing the individual help that
these students needs. We must make sure that these students do not slip through the cracks!
Interventions
1.Self-Management Strategies
Summary: Self-Management Strategies are those that help students take an active role in
monitoring and reinforcing their own behavior. The goal of developing Self-Management, is that
the student will be able to foster self-reliance and independence. The elements of self-
management include setting goals, monitoring behavior, and evaluating student progress.
Examples of self-management include self-monitoring, self-evaluation, and self-reinforcement.
Research: In A Group Contingency Plus Self-Management Intervention Targeting At-Risk
Secondary Students Class-Work and Active Engagement, research suggests that
the intervention increased the total amount of written words in the students reading logs and
overall classroom and individual student academic engagement.
In Extending Self-Management Strategies: The Use of a Class Wide Approach, the authors, Hoff
and Ervin state that, this project contributes to our knowledge of effective school interventions
by demonstrating an evidenced-based universal intervention for decreasing disruptive classroom
behavior. The positive results for the classes and target students are encouraging, as there is a
pronounced need for strategies that will work with all students and can accommodate the variety
of learning and behavioral challenges often present in the general education setting.
Cost & Time: Self-Management Strategies do not cost anything but they do take time to
research and implement. Before researching, the teacher must meet with the student to agree on
what behaviors they want to work together on changing. The teacher must seek out specific
strategies that work for the individual student and take time to understand how it works. Then,
the teacher must meet with the student to go over the strategies and begin implementing them in
the classroom. This process results in reflection and possible changing of the strategies in order
to help the student succeed.
How it is Used in the Classroom: The general education teacher will implement these self-
management strategies for those specific students in her classroom. He or she may even make
these strategies their own classroom management strategy so it applies to all students not just a
select few. Self-management strategies result in constant reflection between the teacher and
student.
Resources:
http://onlinelibrary.wiley.com.ezproxy.ferris.edu/doi/10.1002/pits.21666/full
http://rse.sagepub.com.ezproxy.ferris.edu/content/36/6/347
http://www.specialconnections.ku.edu/?q=behavior_plans/positive_behavior_support_int
erventions/teacher_tools/teaching_self_management_skills
2. Multisystemic Therapy
Summary: Multisystemic Therapy (MST) is an intensive family- and community based program
that focuses on addressing all environmental systems that impact chronic and violent juvenile
offenders. This type of therapy works on addressing students homes and families, schools and
teachers, neighborhoods and friends. The idea is that each system of the childs life plays a
critical role in who they are as a person and in order to change some of the negative behavior, we
must look into each environmental system and make changes where it is necessary.
Research: In Multisystemic Therapy for high-risk African American adolescents with asthma: A
randomized clinical trial states that MST, a home-based psychotherapy originally developed to
target behavior problems in youth, improved adherence to daily controller medications and lung
function immediately posttreatment.
In the article, Within-Intervention Change: Mediators of Intervention Effects During

Multisystemic Therapy The results supported a sequential pattern of change for positive
discipline: Changes in parental sense of competence predicted changes in positive discipline,
which in turn predicted decrease in adolescent externalizing problems.
Cost & Time: The school or parent may have to invest money into a MST clinician. This
clinician is on call 24/7 and works with the student to get them in control and seek out activities
that help them improve their lives. This type of therapy takes a lot of time to implement and
typically depends on the severally of behaviors that he child is expressing.
How it is Used in the Classroom: This type of therapy is mainly provided outside of school,
typically in the parents home or at an office. However, since the clinician is on call, some of
these appoints may happen during the school day which may allow the student to leave the
classroom and meet the clinician somewhere privately. The MST clinician may give the general
education teacher some strategies to help the student and it is recommended that the clinician and
teacher stay in touch about the students behavior progress.
Resources:
http://mstservices.com/what-is-mst/what-is-mst
http://search.proquest.com.ezproxy.ferris.edu/docview/1011876901?OpenUrlRefId=info:
xri/sid:primo&accountid=10825
http://search.proquest.com.ezproxy.ferris.edu/docview/1504149898?OpenUrlRefId=info:
xri/sid:primo&accountid=10825
3. Guidance Counseling
Summary: Guidance Counseling is a form of counseling that is done by an educator who
provides academic, career, college readiness, and personal or social support in the school setting.
School counselors focus their skills, time, and energy on direct and indirect services to students.
During a guidance counseling session, the counselor and student meet in a one on one meeting
and the counselor listens to the student and provides support for this or her problem. Guidance
counselors can help guide students to more positive avenues and support them academically,
making sure they are on track with their classes and preparing to graduate.
Research: In Assessment of the guidance and counseling needs of at-risk students in an

alternative school by Amanda R. Faber, she ensures that there is value in of having a guidance
counselor to implement these services to prepare students for adulthood.
The Academic Motivation of At-Risk Students in a Counseling Prevention Program states that
Students made powerful statements about the unique role of counseling and counselors. They
saw the counselor as a person at school who could be trusted to consistently be on their side.
Cost & Time: Schools must pay for a guidance counselor and many schools already have one.
These counselors are available for student needs but also complete a majority of the course
scheduling and keep track of graduation progress. The number of sessions to get through to a
student depends on the student and his or her situation. Sessions can run anywhere from fifteen
minutes to an hour depending on the severity of the case. A guidance counselor may have many
drop in students so their schedule is likely to vary each day.
How it is Used in the Classroom: Guidance counseling is a service that is offered outside of the
classroom. Typically, a guidance counselor has his or her own office in the school that students
can come to when needed. Teachers need to be understanding of students at risk and my need to
allow them time to go see the guidance counselor to receive additional services if it is requested.
Resources:
http://tcna.primo.hosted.exlibrisgroup.com/primo_library/libweb/action/display.do;jsessi
onid
http://tcp.sagepub.com.ezproxy.ferris.edu/content/37/8/1147.full.pdf+html
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Pages/School-
Guidance-and-Counseling-Services.aspx
4. Peer Tutoring
Summary: Peer Tutoring is used to describe the tutoring arrangement of students working in
pairs to help one another learn material or review a previous task. It is common that students
switch back and forth between the tutor and the tutee so both students end up learning new
material. Typically, tutors make the most progress in this intervention because they learn how to
teach the material in their own words which means they have to clearly understand the material.
Some students may be more comfortable learning from their peers than being tutored by an older
student or adult.
Research: In Evaluation of Synchronous Online Tutoring for Students at Risk of Reading
Failure, the Participating students and tutors reported an awareness of increased reading skills
and value of synchronous online instruction. Teachers and parents generally reported that
students demonstrated increased reading skills after receiving instruction.
In Teaching Math Skills to At-Risk Students Using Home-Based Peer Tutoring, Tests of the
tutored skills were administrated throughout the study, and the results showed that tutors and
tutees improved their performance on all math skills.
Cost & Time: Peer Tutoring is no cost to the teacher but it does take time to plan and
incorporate in the classroom. The teacher needs to model the process several times in order for
students to understand the role of both the tutor and the tutee. The teacher must also plan time in
his or her lesson to use this strategy and allow students to work together to help comprehend the
material.
How it is Used in the Classroom: Peer tutoring is used in the classroom to allow students to
work in pairs to review material or learn new concepts. During this process, students switch back
and forth between being the tutor and the tutee in order to experience both ends of the process.
The tutee, will benefit by learning new material from the tutor, and the tutor benefits by
developing a deeper understanding of the content they taught to the tutee.
Resources:
http://go.galegroup.com.ezproxy.ferris.edu/ps/i.do?ty=as&v=2.1&u=lom_ferrissu&it=DI
ourl&s=RELEVANCE&p=EAIM&qt=SP~221~~IU~2~~SN~0014-
4029~~VO~78&lm=DA~120120000&sw=w&authCount=1
http://search.proquest.com.ezproxy.ferris.edu/docview/225037920/fulltextPDF/E5222D8
D5E91498APQ/1?accountid=10825
http://www.nea.org/tools/35542.htm
5. Service Learning Projects
Summary: Service Learning Projects is a strategy that integrates meaningful communitive
service and classroom instruction. The goal of these projects is to help teach civil responsibility
and strengthen the communities in which our students live. These projects are often taught as a
series of courses as students learn new material from the classroom, and begin to apply it to real
life situations. Service Learning Projects allows students to connect what they are learning in the
classroom to their lives and make a difference in the community in which they live in. For
students at risk, Service Learning Projects help motivate these students to learn the material,
provide hands on learning, and help them interact with the community in a positive way.
Research: In A Service-Learning Model for At-Risk Adolescents, the authors state that this
model proved to be successful in creating a school-wide service-learning program including
staff and students working together to create a better community and to promote the possibility
perspective of at-risk youth.
In Benefits Derived by College Students from Mentoring At-Risk Youth in a Service-Learning
Course, the youth experienced meaningful benefits that reportedly impacted their level of civic
engagement, civically-minded attitudes, and self-esteem.
Cost & Time: Some Service Learning Projects may cost money in order to buy materials but
teachers can always look into asking for donations from local businesses or by writing grants.
This intervention does take a lot of time to plan out in terms of making a timeline of events,
creating lesson plans, and working to get materials for the project.
How it is Used in the Classroom: Service Learning Projects are used as a way to bring what
students are learning into the classroom and apply it to a real life situation. This also allows
students to connect with their community and learn from a hands on experience. Students will
learn the content in the classroom first, and then gradually work towards completing the project.
Resources:
http://web.a.ebscohost.com.ezproxy.ferris.edu/ehost/detail/detail?sid=9c0fd928-2195-
48ac-9e08-
ef4e3e8e23a5%40sessionmgr4008&vid=0&hid=4112&bdata=JnNpdGU9ZWhvc3QtbGl
2ZQ%3d%3d#AN=508065183&db=eft
http://web.a.ebscohost.com.ezproxy.ferris.edu/ehost/pdfviewer/pdfviewer?sid=1de731b2-
b7a5-4e2c-b841-81f2ccd43a4f%40sessionmgr4008&vid=1&hid=4112
https://cft.vanderbilt.edu/guides-sub-pages/teaching-through-community-engagement/
Resources
At-Risk Students by Margarita Donnelly (Inclusion)
ERIC Digital Series Number 21 posted an article called At-Risk Students by Margarita Donnelly
that introduces parents and educators to these types of students and how they can be helped. In
this article, Donnelly discusses the characteristics, age identifications, effective programs for
helping students, how the current push for excellence is effecting these students. This article is a
great resource for those who may not understand students who are at risk and helps them develop
a better understanding of how to help these students.
Education World (Inclusion)
Education World is a website for educators that provides articles and lesson plans that deal with
specific topics in education. In terms of students at risk, there are several different articles that
pertain to these students along with the many different areas of risk that follow these students.
These articles range from different strategies to try in the classroom, to how to support parents
with children who are at risk. I think this is a great resource to refer to and have parents refer to it
as well as a source of support.
American Psychological Association- Helping at-risk students succeed (Inclusion)
The American Psychological Association has an article called Helping at-risk students succeed
by Tori DeAngelis that explains a model that Sabrine Parish- a poor, low-performing school
district in rural Louisiana adapted. This model encourages the school to take action in six areas
of the students lives which include; making innovative changes to classroom instruction,
supporting children though transitions, connecting families to school and school activities,
maximizing use of community resources, reorganizing crisis assistance and prevention, and
improving links to external mental health and behavioral services.
NACADA Clearinghouse- Advising at Risk Students (Inclusion)
The NACADA Clearinghouse includes an article by Pat Walsh called Advising at Risk Students.
This article discusses the importance academic advising services to students who are considered
at risk so they are able to stay on track to graduate and receive the help they need. Advising at
Risk Students suggests several different ways of advising students, such as peer, group and
intrusive advising practices. Since students who are considered at risk can result from a number
of different issues, incorporating multiple types of advising can help meet the needs of all
students.
Teachanology (Inclusion)
Teachanology is a website for both educator and parents who want to learn more about school
related topics. In terms of students at risk, Teachanology provides teachers a page of symptoms
to see if a child may be at risk academically. The article continues to talk about the steps of
referring a child who is at risk and who the teacher should contact, such as the principal, school
counselor, other teachers etc. This is a great resource if a teacher is not sure whether or not a
child is considered at risk.
ARISE Life-Skills (Foundation)
ARISE Life-Skills is a nonprofit foundation that provides lesson plans and teachers for at risk
students. After completing this program, these students now have a better chance of reaching
their full potential and becoming law-abiding citizens, making neighborhoods safer for our
families. These life skills are available for all ages and typically help students with social skills
and anger management.
Edutopia- The Four Keys to Helping At-Risk Kids (Website)

Edutopia is a website that reflects on educational topics. For students who are considered
at risk, Edutopia provides an article called The Four Keys to Helping At-Risk Kids by
Maurice J. Elias that describes four keys that parents can do in order to help their children.
Elias goes through each of the four keys which include: having a caring sustained
relationship, setting reasonable goals with your child, have realistic yet hopeful pathways,
and engage in school and community settings.
National Dropout Prevention Center/Network (Website)
The National Dropout Prevention Center/Network is a website that provides information
regarding situations that puts youth at risk for dropping out of school. This website breaks
up the risk by school, student, community and family related and for each topic contains 4-
11 different types of risk that puts a youth at risk for dropping out of school. This is a great
resource for parents who may be concerned that their student may be thinking about
dropping out because they can learn about how to turn their child around.
Supporting Parent, Family, and Community Involvement in Your School by Deborah
Davis (Article)
Supporting Parent, Family, and Community Involvement in Your School is an in-depth
article or parents looking into how their involvement in their childs life affects them. The
article is broken up into several different topics such as, encouraging positive parenting
skills, enhancing communication with families, increasing volunteerism and attendance at
school events, enhancing learning at home, increasing the number of parents in leadership
and decision making roles, and improving community collaborations. This is a great
resource for parents who may be looking for suggestions on parenting.
At Risk Students: Feeling Their Pain, Understanding Their Plight, Accepting Their
Defensive Ploys by Bill Page (Book)
Tested strategies for motivating and teaching at-risk students. For practical use by classroom
teachers within the classroom. Now in an expanded new edition, this popular book will help
classroom teachers engage, motivate and teach problem students in the regular classroom setting.
It is a practical guide prepared specifically for classroom teachers. The presentation is in jargon-
free plain talk. The author is a veteran classroom teacher and teacher-trainer with decades of
experience in working with at-risk students. The strategies have been developed and tested by
extensive classroom use, and can be immediately implemented by teachers without involvement
of special programs and specialists.
Accommodations
1.Adjust time for competition of assignments or projects
Students at risk may need more time to complete assignments because of some of the factors that
make them at risk. The goal for these students is that we want to them to complete these
assignments and see educators as understanding. Students are more likely to be respectful of
teachers and more willing to put effort into the class if they receive extensions on assignments.
http://www.fairfield.k12.tx.us/dl/RTI/FISD%20AtRisk%20Accommodations%20for%20Classro
om%20Interventions.pdf
2.Allow them to leave class for additional assistance
Typically, these students have many different issues that they are dealing with and sometimes
these students may have a disability. It is important that these students who are at risk receive all
the services that they need even if that means that they may have to miss some class time.
Students may need to miss class in order to see therapists, counselors or to visit the resource
room or academic assistance.
3.Lower reading level of assignment
Many of these students who are at risk, may need assignments and materials that are at a lower
reading level in order to comprehend and complete assignments. Students who are at risk are
typically those who are on the edge of failing classes or not being able to graduate. As a teacher,
we want all children to succeed and by proving an accommodation such as changing the reading
level for students, we can help them comprehend material better.
4.Empahize teaching to their learning style
Students learn the best and are more motivated to learn when teachers teach using their learning
style. Although teachers cannot teach all four learning styles at one time, they can try to present
all four during a period or look to change learning styles each day to help reach all students.
When teachers arent using the students learning style, the student may have a harder time taking
in the information and putting them at more of an academic risk.
5. Use positive reinforcement
Students respond better to positive reinforcement because it provides them the correct
expectation of what the teacher wants. Positive reinforcement occurs when a student provides a
correct behavior and the teacher reinforces that act by saying something positive to that student.
The hope is that the student is motivated by the positive reinforcement to continue that positive
behavior and strive to eliminate the negative behavior.
6.Peer support
By incorporating peer support in your classroom, you help develop a sense of community and
caring. Often, students at risk may not feel like part of a community and are looking for support
from their peers. By having peers support each other in their learning, it helps reinforce concepts
along with provide tutoring to less academically inclined students.
http://specialed.about.com/od/teacherchecklists/p/interventiontip.htm
7. Provide one on one assistance
Students at risk may need some time during the day for one on one assistance. This may be in
terms of academics but it also may include talking about what is going on in their lives. Teachers
need to be able to be open and be someone students are not afraid to go to for support. This one
on one assistance may help students academically catch up on assignments and content.
8. Break up tests or read orally
Students at risk may prefer having a test broken up into parts of having it read orally. These
methods allow the student to focus on the content but not be overwhelmed by other factors such
as time, distractions etc. When breaking up the test, a suggestion is that students may go to a
resource room several times during the day to complete the test while having it read aloud to
them.
9. Sit next to helping peer or teacher
It is recommended that students at risk sit next to a helping peer, or within quick access of the
teacher. This allows the student to get help quicker and be more focused on the content.
Typically, by sitting to a peer who can help them makes the student feel more comfortable
especially if they trust that peer with helping them.
10. Use written backup for oral instructions
By providing students with a written copy of the oral instructions, they dont have an excuse for
not knowing what to do. A written copy of instructions can be helpful if the student forgets what
he or she is supposed to do or if they are a visual learner. Written instructions are important for a
student at risk to have in case he or she cannot get help right away.
Attention Deficit Hyperactivity Disorder (ADHD)
Introduction
Summary: Attention Deficit Hyperactivity Disorder is one disorder that is commonly
misdiagnosed because children are typically more energetic when they are younger. I am
interested in learning about ADHD because I know I will encounter several students who have
this disorder and I want to be able to distinguish a child who has it from one who does not.
Definition: Attention Deficit Hyperactivity Disorder (ADHD) is a chronic condition marked by
persistent inattention, hyperactivity, and sometimes impulsivity. Although every child is different,
the main symptoms include being easily distracted by auditory and visual stimuli, sitting and unable
to complete assignment, inappropriate movement, verbally or physically interrupts others, and rushes
through work with little regard for detail.
Causes
-Heredity
-Low birth weight
-Born premature, or whose mothers had difficult pregnancies
-Head injuries to the frontal lobe of the brain
-Smoke or drink alcohol during pregnancy
-Exposure to lead, PCBs, or pesticides
Statistics
13.2% of boys and 5.6% of girls are diagnosed with ADHD in the United States
11% of children ages 4-17 are diagnosed with ADHD around the world
6.1% of children with ADHD are medicated
17.5% of children are not medicated or do not receive mental health counseling
Impact on Educational Setting: Children with ADHD have a hard time paying attention and
maintaining focus in the school setting. In terms of inattention, children tend to make careless
mistakes, are easily distracted, fail to listen to instructions, fail to complete school or home tasks,
are disorganized and are very forgetful. These students typically are impulsive and may interrupt
others, blurt out answers and have a hard time waiting their turn. Lastly, these students are very
hyperactive meaning they may be feel restless and perform inappropriate movement, they may
have a hard time playing or performing activities quiet, and seem to be highly overactive. These
students are typically kinesthetic or tactile learners. Differentiating the lessons so students are
more actively involved may help these students focus and be more motivated to learn.
Interventions
1.Calming Manipulatives
Summary: Calming Manipulatives are a way for students to benefit from some sensory input in
order to refocus on a lesson. Although some students may become distracted by these objects, it
may provide some students with ADHD just enough sensory input to focus. Some examples of
manipulatives include stress balls, fidget toys, chewy fidgets, and tactile fidgets.
Research: In Advising families on AD/HD: a multimodal approach by Becker, Goobic and
Thomas, they suggest to Use hands-on manipulatives because they can help calm students
down in order to learns different concepts in the classroom.
Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and
Practices 2006 states While some toys and other objects can be distracting for both the students
with ADHD and peers in the classroom, some children with ADHD can benefit from having
access to objects that can be manipulated quietly. Manipulatives may help children gain some
needed sensory input while still attending to the lesson.
Cost & Time: Calming manipulatives take little time to teach students how to use them because
student typically begin using them correctly right away. The cost of manipulatives varies
depending on the type you are buying. Typically, these manipulatives range from $2 to $20 but
some of the more elaborate ones can be over $100.
How it is used in the Classroom: Students with ADHD use these manipulatives discretely while
the teacher is conducting the lesson. For example, with a stress ball or bendy ruler, the student
may be working that item in their hand while paying attention to the teachers lesson. For some
of the more elaborate manipulatives, the student may have to take a break from his or her class to
go to the resource room to work with the manipulative to get some sensory input and then return
back to class.
References
http://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching-2006.pdf
http://www.sciencedirect.com.ezproxy.ferris.edu/science/article/pii/S0891524513003489
https://www.therapyshoppe.com/category/8-fidgets-fidget-toys-fidgets-for-feet-quiet-
stress-alerting-focus-calming-toys?start=48&category_template=374
2.Cognitive-Behavioral Therapy
Summary: Cognitive-behavior therapy (CBT) helps improve a child's moods, anxiety
and behavior by examining confused or distorted patterns of thinking. The idea is that a person
feels an emotion which leads to a thought that is uncomfortable which in turn leads to a behavior
that makes the feeling better, but the feeling is then affected by the behavior so that it leads to
another uncomfortable thought which leads to another and possibly even more inappropriate
behavior which leads to another feeling and so on. Cognitive-behavior
therapists teach children that thoughts cause feelings and moods which can influence behavior
and work to eliminate the negative behavior.
Research: In Treating Comorbid Anxiety in Adolescents with ADHD Using a Cognitive
Behavior Therapy Program Approach the authors, Houghton, Alsalmi, Tan, Taylor, and Durkin
devised a CBT program that specifically focused on four previously identified anxiety arousing
times for individuals with ADHD.
In A randomized controlled trial of cognitive behavioral therapy for ADHD in medication-
treated adolescents, The primary finding of this study was that adding CBT to medication
treatment in adolescents with ADHD was superior to medications alone.
Cost & Time: Cognitive-behavior therapy may be performed by a variety of mental health
professionals such as licensed psychologists, social workers and counselors. A school would
have to have access to at least one of these professionals must multiple is ideal. When multiple
professionals are included, there may be additional time needed in order for them to collaborate
and talk about how the student it progressing. This process would take time as the student must
attend multiple sessions several times a week in order to experience change.
How it is Used in the Classroom: Cognitive Behavioral Therapy is a pull out program were
students attend a different classroom for part of the day in order to receive additional help. The
timing of when the student leaves the general education classroom is key so the student isnt
missing a lot of information. These sessions run on average of about 15-30 minutes and can vary
in the amount of days per week depending on the level of difficulty the child is having in the
general education classroom.
Resources:
http://onlinelibrary.wiley.com.ezproxy.ferris.edu/doi/10.1111/jcpp.12549/full
http://jad.sagepub.com.ezproxy.ferris.edu/content/early/2013/02/03/1087054712473182
http://www.kidsmentalhealth.org/cognitive-therapy-for-children-with-behavioral-and-
emotional-disorders/
3. Daily Report Cards
Summary: Daily Report Cards are used as a way of managing behavior and academic
performances of students with ADHD. The teacher rewards points to the student when he or she
completes an appropriate behavior or completes an assignment. At the end of the day, the Daily
Report Card is sent home with the student for their parents to sign and be brought back the next
day.
Research: In Enhancing the Effectiveness of Special Education Programming for Children with
Attention Deficit Hyperactivity Disorder Using a Daily Report Card, the authors state there is
evidence that supported the effectiveness of the idiographic DRC as an effective intervention
was presented.
Research suggests that the daily report card has been effective in treating a range of ADHD
symptoms and improving school outcomes, including academic achievement in some cases
which is found in Daily report cards as a school-based intervention for children with attention-
deficit/hyperactivity disorder.
Cost & Time: There is no cost of incorporating this intervention in the classroom. However, it
will take time to learn how to incorporate into the teachers management plan. This intervention
will also take a lot of time to make both the students and the parents understand how the
management plan works.
How it is Used in the Classroom: The Daily Report Card is a behavior modification technique
that is used every day in the classroom. The teacher or teachers use a rating scale to rank the
students behavior that day or class period in order to reinforce appropriate behavior. After the
end of the day, the report card is sent home to the parents who in return look at the card, sign it
and send the card back to the teacher. The Daily Report Card can be used in all school aspects
such as in the classroom, recess, lunch etc. and the rating scale usually runs from 1-4. Most
children in elementary school will be able to use a single rating daily report card because they
will be evaluated by one teacher one time per day. Those elementary school students who require
more frequent daily ratings, due to high rates of inappropriate behavior, or because they are
evaluated by more than one teacher each day, will need a multiple rating card. Middle school
students, who usually have several teachers in one day, will need to use the multiple rating card.
Resources:
http://web.b.ebscohost.com.ezproxy.ferris.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=56
1a6c34-a9f2-4998-96d4-c2d14fc069c4%40sessionmgr2
http://onlinelibrary.wiley.com.ezproxy.ferris.edu/doi/10.1111/1467-9604.12115/abstract
http://www.myadhd.com/gwtg/gwtg3000dailyreportmanual.html
4. Social Skills Training
Summary: Social-skills training aims to improve and maintain the individuals social skills. The
children are taught how to adjust their verbal and nonverbal behavior in their social interactions.
This includes learning social cues, recognizing emotional expressions of others, understanding
when to change the conversation, how to wait and listen to the other person etc. Typically,
younger children with ADHD have troubles with socializing with their peers and go through this
type of training.
Research: In Effects of social skills training on preschool children with ADHD tendencies,
research states that Improvements in the children's social skills and ADHD tendencies were
found as a result of the training.
In the SOSTRA trial is a randomized, parallel-group, outcome-assessor-blinded, superiority
trial evaluating 8 weeks social-skills training and parental training plus standard treatment
versus standard treatment alone for 8- to 12-year old children with ADHD. Children in the
SOSTRA trial improved their attachment competences significantly at 6-month follow-up. This
is taken from Attachment Competences in Children With ADHD During the Social-Skills
Training and Attachment (SOSTRA) Randomized Clinical Trial.
Cost & Time: Social skills training is often taught in groups and is a relatively short
intervention, most often consisting of an eight to 12-week program. The duration of each group
session is usually 50 to 90 minutes. Therapists run social skills training so the school can either
hire therapist that can perform that training for the student or refer the student to a therapist
outside of school to seek the treatment.
How it is Used in the Classroom: Social Skills Training a type of pull out program where a
student leaves the classroom to work with a therapist on their social skills. If the school does not
have a therapist, the student may go to a therapist outside of the school. In the classroom, the
teacher can provide assistance to these students and have students engage with their peers several
times a day in order to improve their social skills. In younger grades, the teacher may even spend
some time during curriculum talking about how to appropriately communicate with peers.
Resources:
http://onlinelibrary.wiley.com.ezproxy.ferris.edu/doi/10.1002/14651858.CD008223.pub2
/full
http://www.chadd.org/Understanding-ADHD/For-Parents-Caregivers/Treatment-
Overview/Psychosocial-Treatments/Social-Skills-Interventions.aspx
5. Direct Instruction
Summary: Direct instruction is an explicit teaching technique, usually to teach difficult

concepts, processes, vocabulary or skills. The instruction is prescriptive which means the lesson
plan directly states how the teacher will teach the specific concept or skill. It is a teacher-directed
method, meaning that the teacher stands in front of a classroom and presents the information.
Through the direct instruction model, the teacher will explain and model the concept, the
students and teacher will do it together, and then the teacher provides the student with individual
practice.
Research: In the Effects of DI Flashcards and Math Racetrack on Multiplication Facts for Two
Elementary Students with Learning Disabilities, the authors research implies that Using the
direct instruction to increase the students accuracy and fluency on basic multiplication facts
seemed to be effective for both students.
In Teaching in the Elementary School: A Reflective Action Approach, the authors state that direct
instruction is an effective instructional technique used for almost every area of the curriculum.
It is sued for modeling and demonstration on a one to one basis to assist students in getting
started or in correcting mistakes.
Cost & Time: There is no cost to direct instruction. However, teachers must be able to provide it
if they don't already do so. For teachers who are new at teaching direct instruction, this may take
some time to get used to because they are the focus of the lesson. Teachers must consistently
improve how they are providing information to students by researching and attending
conferences related to teaching direct instruction.
How to use in the Classroom: This model is used in the classroom to explicitly teach a new
concept or skill to students. This technique allows the teacher to model the concept, work
together with the students, and then allow them to work individually on the concept. Direct
instruction is helpful for students with Attention Deficit Hyperactivity Disorder because it allows
them to engage in a teacher-direct activity as opposed to independent where it is easier to get off
task.
Resources
http://josea.info/archives/vol1no1/article-04-FT.pdf
Teaching in the Elementary School: A Reflective Action Approach (Herrell, Jordan, Eby)
http://www.ldonline.org/article/5911/
Resources
National Institute of Mental Health (Organization)
The National Institute of Mental Health provides a lot of good information for parents related to
Attention Deficit Hyperactivity Disorder (ADHD). This organization includes information about
the definition of ADHD, signs and symptoms, risk factors, treatments and therapies, studies, and
additional resources. Each section includes in-depth information which is helpful for parents who
may be looking to diagnose their child or are looking for ways to help support their child. I
personally really like the treatment and therapies section and think this would be very helpful for
parents of children with ADHD.
Centers for Disease Control and Prevention (Inclusion)
Centers for Disease Control and Prevention supplies a page for parents or teachers who may be
looking for support regarding having a child with Attention Deficit Hyperactivity Disorder
(ADHD). The organization includes several tabs that help transfer adults to different areas of
interest such as the basics, symptoms and diagnosis, treatment, free materials, research, data and
statistics, articles, and recommendations. This website offers a more in-depth look at the research
behind ADHD and I believe is more helpful for educators than parents because it offers more
statistical and scientific data to help supply insight to the classroom.
National Resource Center on ADHD (Inclusion)
The National Resource Center on ADHD is an organization aimed at teaching the world about
Attention Deficit Hyperactivity Disorder. This website contains information about the
organization itself along with understanding ADHD, support for family members and those with
ADHD, and training and events. I think this is a great resource for all parents and educators who
want to know more about ADHD because of the amount of accurate information this resource
provides. The National Resource Center on ADHD has an opportunity for anyone to become a
member and receive journals about the latest information regarding ADHD.
Kids Health (Website)
Kids Health is a website aimed at teaching parents, children and teenagers about different health
related topics. In terms of Attention Deficit Hyperactivity Disorder, Kids Health has a page for
parents that help the learn and understand more about the disorder. The page begins with a
scenario that describes a parents child who has ADHD which may help parents identify what
ADHD looks like. The article later on goes into a more in-depth definition of ADHD along with
symptoms, diagnosis, causes, and treatment of ADHD. This is a great resource for any parent
who has questions about ADHD and is looking for simple answers about the disorder.
Medline Plus (Website)
Medline Plus is a website that provides families with information regarding different health
topics. On the topic, ADHD, Medline Plus includes a page with the basics, research, and
resources. Farther down the page, Medline Plus becomes more specific in terms of gender and
age as it breaks down into child, teenager, and adult. Underneath each section, there are articles
that relate to that age level. I think this a helpful resource for someone who is trying to find out
more information about how ADHD affects someone at a specific age level.
WebMD (Website)
WebMD is a website aimed at suppling health related information to families. In terms of
Attention Deficit Hyperactivity Disorder, Web MD contains a lot of articles related to different
questions and topics that related to ADHD. The main page for ADHD contains an overview of
the disorder such as a definition and some of the symptoms that those who have it experience.
After the overview, WebMD offers more in-depth topics such as symptoms, diagnosis and tests,
treatment and care, life with ADHD, and finding help. Along with these topics are many articles
that related to different questions asked by those with ADHD and support groups that those with
ADHD can join.
Attention Deficit Disorder Association (Inclusion)
Attention Deficit Disorder Association is an organization that helps parents and teachers
recognize the difference between Attention Deficit Disorder and Attention Deficit Hyperactivity
Disorder. This organization contains a page for ADHD which helps explain the difference
between the two, symptoms, causes, diagnosis, treatment and accommodations. This a great
resource for parents who may have specific questions regarding their childrens disorder or for
teachers who are looking to accommodate a student in their classroom.
Healthy Children (Organization)
Healthy Children is an organization that is ran by pediatricians to provide health information
about children to parents. This organization provides an Understanding ADHD page for parents
which includes several areas of information to help parents understand the disorder. This page
includes a definition of ADHD with an in-depth understanding of the symptoms for each of the
three behavior symptoms that occur with ADHD. The organization also includes resources for
who to call to get a child looked at for ADHD. This a great place to start for parents who may
believe that their child has the disorder.
Driven to Distraction by Edward M. Hallowell and John J. Ratey (Inclusion)
Through vivid stories and case histories of patientsboth adults and childrenHallowell and
Ratey explore the varied forms ADHD takes, from hyperactivity to daydreaming. They dispel
common myths, offer helpful coping tools, and give a thorough accounting of all treatment
options as well as tips for dealing with a diagnosed child, partner, or family member. But most
importantly, they focus on the positives that can come with this disorderincluding high
energy, intuitiveness, creativity, and enthusiasm. A great read for both parents and teachers!
Smart but Scattered Teens: The "Executive Skills" Program for Helping Teens Reach
Their Potential by Richard Guare, Peg Dawson and Colin Guare (Inclusion)
If you're the parent of a "smart but scattered" teen, trying to help him or her grow into a self-
sufficient, responsible adult may feel like a never-ending battle. Now you have an alternative to
micromanaging, cajoling, or ineffective punishments. This positive guide provides a science-
based program for promoting teens' independence by building their executive skills--the
fundamental brain-based abilities needed to get organized, stay focused, and control impulses
and emotions. Executive skills experts Drs. Richard Guare and Peg Dawson are joined by Colin
Guare, a young adult who has successfully faced these issues himself. Learn step-by-step
strategies to help your teen live up to his or her potential now and in the future--while making
your relationship stronger.
Accommodations
1.Give frequent breaks or shorter assignments
Students with ADHD have a hard time sitting still and paying attention to a lesson. In order to
make sure this behavior continue, a teacher can give a student a break after completing part of a
lesson or shorten the assignment. By shortening the assignment, this might help the student
complete it on time and also my help them focus.
Teaching Students with Special Needs in Inclusive Settings pg. 271
2. Use technology
Technology can help motivate these students and keep them focused on an assignment or
content. To students, technology can look like fun when really they may not no they are learning
through using an IPad or computer. Typically, students with ADHD will be more attentive and
focused when using different types of technology.
3. Focus on real world projects and applications
When students are learning about topics that relate to the real world they may be more
motivated and find themselves more focused on completing the assignment. When students are
more motivated, behavior problems tend to disappear because the students are engaged in what
they are learning. When students can relate what they are learning to, they are more likely to
remember it.
4. Alternate high and low interests
In order to keep ADHD students attention, teachers must alternate their content with high and
low interests of these students. By alternating high and low interests, students always know they
will be learning something exciting and engaging soon. By learning about a high interest, the
teacher can use this as a reward for a student learning about a low interest topic.
5. Do not take away recess or special classes
ADHD students are typically hyperactive and need the chance to release their energy that they
have held together throughout the day. By taking away recess or special classes, students will
become more hyperactive in class which will result in more negative behavior. ADHD students
must have the chance to release their built up energy in order to focus in the classroom.
6. Have the student sit away from distractions
Students with ADHD are typically very distracted so moving them away from distractions can
help increase their focus. In terms of moving students away from distractions, this may include
doors, windows, and students who may be considered distracting. When ADHD students have
limited distractions, they are more likely to take in the content better.
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-
strategies/at-a-glance-classroom-accommodations-for-adhd
7. Provide foot rest, seat cushions, or resistance bands on chair
Foot rest, seat cushions and resistance bands on a students chair can help satisfy a students need
to move while having to sit. These accommodations can help a student feel more comfortable
while trying to focus and can improve their learning. These accommodations do depend on the
student since some of these may be more distracting them helping.
8. Use a planner
A planner can be helpful for students with ADHD to become organized in terms of their school
work. Students can write down what they need to complete, how much they need to complete
and by when it needs to be done by. This is an easy place for students to refer when they forget
what they need to do or when assignments are due.
9. Give extra time and quieter space for quizzes and tests
Since ADHD students are easily distracted and have a hard time focusing, teachers can provide
them additional time and a quieter space for quizzes and tests. By providing additional time,
students can make sure they are not taking rushing though the assessment but are taking their
time. A quieter place is less distracting for these students and will allow them to focus better.
10. Keep instructions clear and simple
When instructions are clear and simple, students are more likely to remember them. Students
with ADHD may have a hard time remembering instructions so for some students providing a
copy of written directions may be easier than verbally repeating them. Either way, clear and
simple instructions are easier for all students to understand and remember.
Autism Spectrum Disorders (ASD)
Introduction
Summary: I choose to research Autism Spectrum Disorders because I have a few family
members who have some of these disabilities. I would like to learn more about this disorder in
order to understand my family better and be able to interact more appropriately with them. I also
think this disorder will appear a lot in classrooms and I want to be prepared to support these
students in terms of providing them with appropriate accommodations and interventions.
Definition: Autism Spectrum Disorder is a complex developmental neurological disability. ASD
is defined by the presence of a set of behaviors and characteristics that affect individuals in
different ways and in varying degrees.
Causes
-No specific cause
-Abnormalities in brain structure or function
-Genetic
-Unstable genes
-Problems during pregnancy or delivery
-Environmental factors such as viral infections, metabolic imbalances and exposure to
chemicals.
Statistics
3 million people in the United States are currently diagnosed with ASD
Autism in the United States has almost quadrupled since 2000, making it the fastest-
growing developmental disability
1 in 42 boys while 1 in 189 girls have autism
1 in 46 children have ASD (2016)
Impact on Educational Setting: Children with autism spectrum disorder (ASD) develop
differently from other children. They also have challenges in interacting and communicating
with others. These challenges can affect their development and learning. These students typically
have a hard time interacting with peers because they may not understand social cues or may not
be able to pick up on others emotions. Children with ASD may experience sensory overload
because of their heightened personal sensory system which may lead to the disruption of their
learning. Since autism is a part of a spectrum, the range in students ability in the classroom and
their communication skills will vary from child to child. It is important to understand what
accommodations can be made for your student in order to provide the most successful learning
environment for them.
Interventions
1.Speech-Language Therapy
Summary: Speech-language pathologists (SLPs) work to prevent, assess, diagnose, and treat
speech, language, social communication, cognitive-communication, and swallowing disorders in
children and adults. Some speech disorders include: articulation, fluency, resonance or voice
disorders while language disorders include: receptive, expressive, and cognitive-communication
disorders.
Research: In The performance of standardized patients in portraying clinical scenarios in
speechlanguage therapy, Hill, Davison and Theodoros found that standardized patients were
able to achieve moderate to high degrees of accuracy in their portrayal of case scenarios and,
importantly, were able to reproduce and replicate these levels of accuracy across a number of
interviews and for each scenario that was portrayed.
Integration of literacy into speech-language therapy: A descriptive analysis of treatment
practices believes that significant predictors for literacy improvement included SLP years of
experience, therapy location, and therapy session duration, such that children receiving services
from SLPs with more years of experience, and/or who utilized the classroom for therapy,
received more literacy-focused time. Additionally, children in longer therapy sessions received
more therapy time on literacy skills.
Cost & Time: Speech-Language Therapy requires that the school invests in a Speech-Language
Pathologist. This teacher works with students to diagnose and treat speech, language, social
communication, and cognitive-communication disorders. Its important to have a Speech-
Language Pathologist in the school because many students can benefit from his or her services.
How it is used in the Classroom: Typically, Speech-Language Therapy is a pull out program
were students attend a different classroom for part of the day in order to receive additional help.
The timing of when the student leaves the general education classroom is key so the student isnt
missing a lot of information. Typically, students leave for this therapy during an English
Language Arts block since their disability focuses on the areas of ELA. These sessions run on
average of about 15-30 minutes and can vary in the amount of days per week depending on the
level of difficulty the child is having in the general education classroom.
References
http://onlinelibrary.wiley.com.ezproxy.ferris.edu/doi/10.1111/1460-6984.12034/abstract
http://kidshealth.org/en/parents/speech-therapy.html
2.Occupational Therapy
Summary: Occupational Therapy is a form of therapy for those recuperating from physical or
mental illness that encourages rehabilitation through the performance of activities required in
daily life. For children, Occupational Therapy helps students improve upon a physical, sensory,
or cognitive disability and be as independent as possible in all areas of their lives. In school,
common occupational therapy interventions include helping children with disabilities to
participate fully in school activities and social situations.
Research: Jackman and Stagnitti suggest that Occupational therapy intervention has been
shown to have a positive effect on students with fine motor difficulties. Students who received
occupational therapy services for handwriting difficulties showed improvement in their
handwriting legibility in Fine motor difficulties: The need for advocating for the role of
occupational therapy in schools.
In Occupational Therapy, Physical Therapy, and Orientation and Mobility Services in Public
Schools, authors Neal, Bigby and Nicholson state that Occupational Therapy helps with
Assessing student abilities and designing educational interventions that will allow each child to
attain maximum freedom and the highest quality of life is central to the mission of each of these
related services areas.
Cost & Time: Occupational Therapy requires that the school invests in an Occupational
Therapist. This teacher works with students to complete therapeutic exercises that helps improve
their cognitive, physical, sensory, and motor skills and enhance their self-esteem and sense of
accomplishment. Its important to have an Occupational Therapist in the school because many
students can benefit from his or her services.
How is it used in the Classroom: Typically, Occupational Therapy is a pull out program were
References
o http://isc.sagepub.com.ezproxy.ferris.edu/content/39/4/218.full.pdf+html
o http://onlinelibrary.wiley.com.ezproxy.ferris.edu/doi/10.1111/j.1440-
1630.2006.00628.x/abstract
o http://www.aota.org/conference-events/otmonth/what-is-ot.aspx
o http://kidshealth.org/en/parents/occupational-therapy.html
3. Cognitive Behavior Therapy
Summary: Cognitive-behavior therapy (CBT) helps improve a child's moods, anxiety
and behavior by examining confused or distorted patterns of thinking. The idea is that a person
feels an emotion which leads to a thought that is uncomfortable which in turn leads to a behavior
that makes the feeling better, but the feeling is then affected by the behavior so that it leads to
another uncomfortable thought which leads to another and possibly even more inappropriate
behavior which leads to another feeling and so on. Cognitive-behavior
therapists teach children that thoughts cause feelings and moods which can influence behavior
and work to eliminate the negative behavior.
Research: In Cognitive Behavior Therapy in the Treatment of Anxiety for Adolescence and
Adults with Autism Spectrum Disorders, previous research done by Chalfant (2007) and White
(2009) stated that Cognitive Behavior Therapy successfully reduced anxiety among children
and young adolescents on the spectrum. The results from the article are consistent with these
findings and demonstrate positive outcomes of CBT-based intervention programs in reducing
reported anxiety symptoms for individuals with ASD.
Collins, Hawkins and Nabors emphasizes a continuum of positive and proactive interventions
aimed at improving the all-important social and emotional functioning of students in schools
such as behavior analysis and cognitive-behavioral interventions in their article, Introduction to
the Special Issue: Interventions to Improve Childrens Social and Emotional Functioning at
School.
Cost & Time: Cognitive-behavior therapy may be performed by a variety of mental health
professionals such as licensed psychologists, social workers and counselors. A school would
have to have access to at least one of these professionals must multiple is ideal. When multiple
professionals are included, there may be additional time needed in order for them to collaborate
and talk about how the student it progressing. This process would take time as the student must
attend multiple sessions several times a week in order to experience change.
How it is used in the Classroom: Cognitive Behavioral Therapy is a pull out program were
References
http://www.kidsmentalhealth.org/cognitive-therapy-for-children-with-behavioral-and-
emotional-disorders/
http://www.mychildwithoutlimits.org/plan/common-treatments-and-therapies/cognitive-
therapy/espanol-terapia-cognitiva-del-comportamiento/
http://bmo.sagepub.com.ezproxy.ferris.edu/content/40/4/487.full.pdf+html
4. Applied Behavioral Analysis
Summary: Applied Behavioral Analysis is applying principles of behaviorism to make
meaningful changes in the lives of individuals. Implementing ABA interventions requires the
selection of observable, measurable, and meaningful objectives. Clear teaching procedures are
then developed that utilize evidence-based behavioral strategies. Some strategies include:
positive reinforcement, shaping, prompt fading, and task analysis. Applied Behavior Analysis
can be used as a teaching tool, a preventative tool or to maintain and generalize skills already
learned.
Research: In Treatment Integrity of School-Based Interventions with Children in the Journal of
Applied Behavior Analysis 1991-2005, Wheeler states, Reporting of operationally defined
independent variables has dramatically increased, with nearly (95%) studies including detailed
descriptions of interventions. This figure is consistent with recent review of interventions for
students with Autism.
In Applied Behavior Analysis: Beyond Discrete Trial Teaching, the authors sate, Ongoing
assessments of student performance and interfering behaviors allow practitioners to objectively
determine the effectiveness of interventions and make data-based decisions when modifying
instructional and behavioral support procedures. It is this integrated combination of approaches
that makes genuine ABA programs for children with autism and related disorders highly
effective.
Cost & Time: Schools must invest in a therapist who can implement an Applied Behavioral
Analysis program. Teachers may be considered therapist in schools they have a degree in
Applied Behavioral Analysis. Typically, these programs take time to implement and often
consist of testing, and using the results to modify the program to help better fit the childs needs.
How it is used in Classrooms: Teachers implement the Applied Behavioral Analysis strategies
in their classroom after they have been created by the therapist. General Education teachers have
an important job in terms of both applying these strategies in the classroom, but also recording
and observing how the student is working along with his or her behaviors.
References
http://archive.brookespublishing.com/author-interviews/leach-70779-interview.htm
http://www.specialeducationguide.com/blog/how-to-use-principles-of-applied-behavior-
analysis-in-a-special-education-classroom/
http://search.proquest.com.ezproxy.ferris.edu/docview/225045171/fulltextPDF/F5BD26E
68FA8462CPQ/1?accountid=10825
http://onlinelibrary.wiley.com.ezproxy.ferris.edu/doi/10.1002/pits.20208/epdf
5. Sensory Integration Therapy
Summary: Sensory integration therapy is based on the idea that some kids experience sensory
overload and are oversensitive to certain types of stimulation. When children have sensory
overload, their brains have trouble processing or filtering many sensations at once. Meanwhile,
other kids are under sensitive to some kinds of stimulation. Kids who are under sensitive dont
process sensory messages quickly or efficiently. These children may seem disconnected from
their environment. Sensory integration therapy exposes children to sensory stimulation in a
structured, repetitive manner. The theory behind this treatment approach is that, over time, the
brain will adapt and allow them to process and react to sensations more efficiently.
Research: In Comparison of Behavioral Intervention and Sensory-Integration Therapy in the
Treatment of Challenging Behavior, Schaaf and Blanche state that There are a number of
controlled single subject case reports and control groups studies that provide promising evidence
and a manualized protocol is being tested. Feasibility, safety, satisfaction, and fidelity of the
intervention have been established.
Leong, Stephenson, and Carter believe Unusual student behaviors were highlighted most often
as an indication that Sensory Integration was appropriate, especially when the behavior was
interpreted to be related to sensory stimuli in their article, The use of Sensory Integration by
Intervention Service Providers in Malaysia.
Cost & Time: Sensory Integration Therapy is provided by Occupational Therapists. Schools
would have to invest in an occupational therapist that can provide sensory integration therapy
because not all therapist as trained in it. These therapists come up with different activities for
students to work on to help improve their sensory impairment. Students meet with occupational
therapist several times a week during a fifteen to thirty-minute period.
How it is used in the Classroom: Sensory Integration Therapy is a pull out program where
general education classroom. During this period, the child will complete repetitious activities that
helps the childs nervous system respond in a more organized way to sensations. These types of
activities include balance treatments or movement therapy.
References
https://www.understood.org/en/learning-attention-issues/treatments-
approaches/alternative-therapies/sensory-integration-therapy-what-it-is-and-how-it-works
https://web.b.ebscohost.com.ezproxy.ferris.edu/ehost/detail/detail?sid=ab44e111-0af0-
4e8d-9542-
30e5f8489117%40sessionmgr102&vid=0&hid=129&bdata=JnNpdGU9ZWhvc3QtbGI2
ZQ%3d%3d
Resources
Autism Spectrum Disorder Foundation (Organization)
The Autism Spectrum Disorder Foundation is a great organization that is available for parents
with children who are on the Autism Spectrum. This website includes information about Autism
Spectrum Disorders including a medical description, testimonies, and stories of hope. Other
resources include multiple types of programs this foundation puts on for parents and their
children along with connections to media for stories and articles related to Autism Spectrum
Disorder. This foundation is a way for parents to connect with others who are in a similar
situation and learn how to help their child.
Autism Speaks (Organization)
Autism Speaks is an organization aimed at supporting parents with children who are on the
Autism Spectrum or for adults who are diagnosed as Autistic. This organization includes
resources for parents and families which includes services, community outreach, grants, and
multiple resources for additional information. This website includes multiple sources of
information from treatments to grants for funding children on the Autism Spectrum, parents and
adults can seek information regarding multiple topics. This organization works to spread
awareness about Autism Spectrum Disorder as only a challenge people deal with not a disability.
Autism Society (Organization)
Autism Society is an organization that provides adults and parents of children on the Autism
Spectrum with information regarding the disorder. This website provides information regarding
what Autism is, how to live with Autism, and how to get involved with the organization. I found
this website interesting because there is a lot of information regarding how to live with Autism
which can be very helpful to adults who are on the Autism Spectrum. Under this tab, adults can
find treatment options, resources, and blogs to connect to others in a similar situation.
Autism 2 Ability (Inclusion)
Autism 2 Ability is an organization that supports children and adults with Autism Spectrum
Disorder. Autism 2 Ability administrates and provides individual programs for families with
special needs children to promote awareness of autism and help them succeed in the classroom.
This website also contains information for professionals which can help educators come up with
ideas of how to include these students in the general education classroom. Lastly, this website
includes FAQs which are geared towards helping parents and educators understand children
with Autism Spectrum Disorder.
Global Autism Project (Inclusion)
The Global Autism Project is a nonprofit organization that helps train staff at Autism Centers
around the world. This is a great website for educators as it provides resources and training
information regarding how to work with students on the Autism Spectrum. This resource also
contains stories about teachers who are making a difference in other parts of the world and allow
for teachers to connect with each other though blogs.
National Institute of Health (Inclusion)
The National Institute of Health provides information regarding different types of mental
illnesses. For Autism Spectrum Disorder, it provides parents and educators with a definition,
signs and symptoms, risk factors, and different types of treatment and therapies. This website
provides additional resources for parents to seek regarding specific questions and blogs which
allow parents to connect with others who may be in the similar situation. The National Institute
of Health provides an in depth diagnosis for both Autism and Aspersers disorder.
Center for Disease Control and Prevention (Inclusion)
The Center for Disease Control and Prevention supplies information about different types of
diseases along with mental illnesses. This resource contains a lot of good information regarding
Autism Spectrum Disorder such as the basics, screening and diagnosis, treatments, data and
statistics, research, articles, and free materials. I think this is a great resource for both parents and
educators to use in order to understand students with Autism Spectrum Disorder better. I really
like the amount of data and articles related to studies about teaching students with Autism
Spectrum Disorder which I think educators may find useful.
Center for Parent Information and Resources (Website)
The Center for Parent Information and Resources is a resource for parents who want to learn
more about their children who is diagnosed on the Autism Spectrum Disorder. This website
provides parents with information regarding characteristics, common signs, causes, future
diagnosis, school accommodations, and general tips for parents. One part I like is the description
of Ryans story which describes Ryan, a two-year-old with Autism and how his parents view his
development. I think parents would find it interesting to read and see that there are other parents
like them that may be struggling to connect with their child who may have Autism or Aspersers.
American Speech-Language-Hearing Association (Inclusion)
The American Speech-Language-Hearing Association has a page for parents who may have a
child on the Autism Spectrum. This page contains information regarding how to help children
who are dealing with the disorder and symptoms to help identify the disorder. The American
Speech-Language-Hearing Association includes an elaborate definition of autism, how its
diagnosed, treatments, causes, speech and language pathologists, and additional resources for
parents to refer to. This page is very helpful for a parent who isnt sure whether or not their child
has Autism because it highlights many different problems a child on the Autism Spectrum may
have.
HelpGuide (Website, Organization)
HelpGuide is an organization aimed at providing information for parents about mental,
emotional and social health. HelpGuide has a page specifically for Autism Spectrum Disorder
which contains an array of information for parents to view. This website contains a definition
with specific areas of developmental delays, signs and symptoms, how to get your child
diagnosed, and additional references.
Accommodations
1.Identify and establish appropriate functional communication system
By identifying the appropriate functional communication system, students will be able to

communicate effectively with their peers and teacher. It is important that the teacher seeks the
best way to communicate with the child in order to provide the best accommodation. Functional
communication systems range from sign language to voice output. Allowing the child to have a
voice will make them feel more confident and motivated to succeed.
http://do2learn.com/disabilities/CharacteristicsAndStrategies/AutismSpectrumDisorder_Strategie
s.html
2. Work to expand the students reinforcer and leisure activities repertoire; work to
increase social reinforcers and activities.
Typically, students on the Autism Spectrum have a difficult time socializing with their peers and
teachers. By conducting more social reinforces and activities, students will become more
confident socializing with others and have time to practice correct social skills. These students
may also learn correct communication skills with their peers by modeling them. Communication
skills are important in order to participate and interact in the classroom.
s.html
3. Reinforce desirable behaviors that serve as alternatives to inappropriate behaviors

(teaching the student what to do rather than what not to do).
This accommodation is very common to use with all special education students. In order to
correct behaviors, teachers must reinforce the desirable behaviors rather than inappropriate
behaviors. By reinforcing the desirable behaviors, students learn what is expected and are more
motivated to perform the desired behavior. Teachers may also apply this accommodation to
general education students as a way of reinforcing the positive behavior to those who need it.
s.html
4. Break down / task-analyze skills into steps.
Students on the Autism Spectrum may have a hard time remembering a large task. It is important
that teachers make sure to break down each task into smaller steps for the student so they dont
become overwhelmed. Students are more likely to succeed and gain understanding of the
curriculum when tasks are broken down into steps.
s.html
5. Use various means of presentation
Typically, many students with autism tend to process information much better visually than
verbally. It is important to teach all students in a variety of ways hitting all areas: visual,
auditory, kinesthetic, tactile. Students on the Autism spectrum will benefit from information
being presented visually, however they need to learn multiple ways of processing information. It
may be helpful to present the information visually and another way in order for students to work
on information processing.
s.html
6.Foreshadow changes in Schedules
Students with Autism Spectrum Disorder do not do well in schedule changes. When schedule
changes arise in the classroom, teachers must accommodate students on the Autism Spectrum by
notifying them in advance by using symbols or writing the schedule down so the student can
visually see it. Displaying the daily on the schedule on the board every day is often helpful for
these students.
https://www.cesa7.org/sped/autism/05/strategies.htm
7.Offer choices when available
By offering choices, students feel more empowered and in control of their academic
performance. These students can then choose the assignment that is easier for them to understand
and complete. Choices should be offered to all students but this will especially help students with
Autism Spectrum Disorder in order to be more motivated to complete the assignment and do it
well.
8.Use First/Then statements
Teachers use first/then statements to help the student understand what he or she must do in order
to get rewarded. The student learns what they must complete first in order to receive the then
which is often a reward. This accommodation helps students stay focused in order to receive the
reward at the end of completing the assignment.
9.Schedule in down time
Scheduling down time for students with Autism Spectrum Disorder is important because these
students have a hard time focusing. Down time is considered a reward for students by completing
an academic task This down time can range from 15-30 minutes and could be a walk or a sensory
activity depending on the student.
10. Role play/model situations (so students can see instead of just being told)
By using role play or modeling situations, students can visually see what they need to do instead
of being told. As said before, these students have a hard time communicating verbally along with
receiving verbal cues but they typically enjoy visual cues. By demonstrating a task, students
visually see proper expectations and develop a sense of understanding about the task at hand.
Emotional Behavioral Impairments
Introduction
Summary: I choose to research emotional impairments because I have a few students in my
forty-hour classroom who have this disability. I would like to learn more about this impairment
so I can understand how to work with these students and how to accommodate them so they are
able to be successful in the classroom.
Definition: A condition exhibiting one or more of the following characteristics over a long
period of time and to a marked extent, which adversely affects educational performance:
A) An inability to learn which cannot be explained by intellectual, sensory, or health factors
B) An inability to build or maintain satisfactory relationships with peers and teachers
C) Inappropriate types of behavior or feelings under normal circumstances
D) A general pervasive mood of unhappiness or depression
E) A tendency to develop physical symptoms or fears associated with personal or school
problems
Causes
-Prenatal drug exposure
-Genetic
-Poverty
-Abuse or Neglect
-Parental stress
-Low rate of positive interactions/High rate of negative interactions
Statistics
10x as many boys than girls are found to have more emotional/behavioral disorder
77% of students in Emotional Behavioral Impairment programs are male
32.4% of all students (ages 6-21) identified as emotionally disturbed were taught in the
regular class setting at least 79% of the time
28.4% of students with emotional behavioral impairments were in regular schools but out
of the general education classroom at least 60% of the time.
Impact on Educational Setting: Students with emotional and behavioral impairments present
various educational needs. They typically express significant difficulties in one or more
important aspects of the school environment. These students have a hard time not only with
academic side of school, but more specifically with positive behaviors and how to correctly act
in the classroom. Students may also express difficulty communicating with teachers and
developing relationships with their peers which makes school a challenging place. For students
with emotional and behavioral impairments, school may seem like a scary place because they
have a hard time communicating both their thoughts and feelings.
Interventions
1.Self-Monitoring
Summary: Self-monitoring allows students to target a behavior and work toward improving
upon it. This method takes advantage of a behavioral principle: the simple acts of measuring
one's target behavior and comparing it to an external standard or goal can result in lasting
improvements to that behavior.
Research: In A Review of the Effects of Self-Monitoring on Reading Performance of Students
with Disabilities, Joseph and Eveleigh suggest that, reading performance improved when self-
monitoring methods were used. Among the many findings derived from this review, more
studies explored the use of self-monitoring on comprehension skills than on other reading skills,
and more studies included participants with learning disabilities (followed by students with
emotional and behavioral disorders) than students with other types of disabilities.
Lee, Palmer, and Wehmeyer encourage students to keep working on their goals and action
plans, it is important that students monitor and evaluate their action plan and their progress
toward the goal. Self-monitoring sheets are easily developed to help students monitor their action
plan. Because students must be able to discriminate the desired (or target) behavior that occurred
and record its occurrence, a well-designed self-monitoring sheet is essential in their article Goal
Setting and Self-Monitoring for Students with Disabilities.
Cost & Time: This method takes months even years. The teacher and student must define which
behavior to target, choose a method to record data and a schedule, decide on a monitoring cue,
choose how to reward the student for successful change, and then fade the monitoring plan.
How its Use in the Classroom: Self-monitoring offers several advantages in classrooms. Self-
monitoring requires that the student is an active participant in the intervention, with the
responsibility for measuring and evaluating his or her behaviors. In order to accurately self-
evaluate behaviors, the student must first learn the teacher's behavioral expectations. That ability
for a child to understand and internalize the behavioral expectations of others is a milestone in
the development of social skills. Finally, student self-monitoring data is typically economical to
collect, even in a busy classroom, and can often be used to document the success of a behavioral
intervention. Self-monitoring strategies are individualized plans used to increase independent
functioning in academic, behavioral, self-help, and social areas.
References
http://www.interventioncentral.org/node/961544
http://sed.sagepub.com.ezproxy.ferris.edu/content/45/1/43
http://isc.sagepub.com.ezproxy.ferris.edu/content/44/3/139.full.pdf+html
2. School Wide Behavior Incentive Programs
Summary: School Wide Behavior Incentive Programs provide students support that includes
proactive strategies for defining, teaching, and supporting appropriate student behaviors to create
positive school environments. Instead of using a piecemeal approach of individual behavioral
management plans, a continuum of positive behavior support for all students within a school is
implemented in areas including the classroom and non-classroom settings (such as hallways,
buses, and restrooms). Those students without behavior issues encourage those with behavior
impairments to act better in order to earn incentives.
Research: Assessing Social Validity of School-wide Positive Behavior Support Plans: Evidence
for the Reliability and Structure of the Primary Intervention Rating Scale, the authors findings
suggest a significant, positive relation indicating that higher social validity is predictive of a
higher level of treatment fidelity, when examining data at the school-site level.
George, Harrower, and Knoster describe an administrators process in School-Wide Prevention
and Early Intervention: A Process for Establishing a System of School-Wide Behavior Support,
as developing and applying cohesive models of behavior support to address the issue of
challenging behavior at a school-wide level, To facilitate a school's progression through such a
process, we have proposed a series of essential questions for administrators and/or teams to ask
when undertaking the development and implementation of a school-wide model of prevention
and early intervention through the use of the PBS-CAT.
Cost & Time: This program may cost some money to run since rewards are given out for good
behavior, however, a school could also look for businesses to donate items or coupons for
rewards. In terms of time, this program will take a while to process, especially since we are also
looking at rewarding behavior outside of the classroom. When it is implemented, whoever is
running the program must be constantly monitoring, reflecting and modifying the program in
order for it to run properly.
How it is Used in the School: This program is used throughout all aspects of school and is
monitored by teachers. Teachers would be in charge of determining the how well the student
behaved during class, or may reward students when they see appropriate behavior during other
parts of the school day.
References
https://www.pbis.org/school
http://web.a.ebscohost.com.ezproxy.ferris.edu/ehost/pdfviewer/pdfviewer?sid=da343ef4-
9e79-43f0-ac36-513fe60bd5ae%40sessionmgr4009&vid=2&hid=4114
http://web.a.ebscohost.com.ezproxy.ferris.edu/ehost/detail/detail?sid=a23e1c8d-6db8-
468f-9075-
0e0e2d0d9769%40sessionmgr4010&vid=0&hid=4114&bdata=JnNpdGU9ZWhvc3QtbG
l2ZQ%3d%3d#AN=507840403&db=eft
3. Response to Intervention
Summary: RTI programs are typically based on a three-tier intervention structure. This structure
establishes specific criteria for defining student success and identifying educational needs, with
an emphasis on progressing students to the point at which no further interventions are required.
Each tier increases the emphasis in additional support on a specific skill in order to catch the
student up with his or her peers.
Research: In Applying Response to Intervention Metrics in the Social Domain for Students at
Risk of Developing Emotional or Behavioral Disorders, results suggest that percentage of
change and effect size were the most useful metrics and identified 67% of the students as
responders to the intervention. For a group of students who are at risk for EBD, this is a notable
and beneficial change.
In Response to Intervention: An Alternative Means of Identifying Students as Emotionally

Disturbed, Horner and Billingsley state, Students with ED often show excellent initial behavior
change, particularly in terms of behavioral excesses.
Cost & Time: Schools must spend additional money to invest in special education teachers who
run or assist general education teachers in RTI sessions. RTI sessions take time out of the
students day in a general education classroom which means they will miss material so timing is
important when the student is taken out. The amount of RTI sessions depend on the child and
may take months up to years to reach a students goal. Typically, these sessions run in thirty
minute sessions.
How to use in the Classroom: RTI can be used in the classroom to break up students based on
skill levels. This allows some students who are ready to work ahead on a new skill and allow
time for others to review the skill with a teacher. Sometimes, RTI is taken out of the classroom
by special education teachers who may work with gifted students or those who are in tier two or
tier three to provide extra help or help accelerate their learning.
References
https://www.district287.org/uploaded/A_Better_Way/EffectiveProgramsforEmotionaland
BehavioralDisordersHanover2013.pdf
http://search.proquest.com.ezproxy.ferris.edu/docview/194703891/abstract/DE7261B4FE
154CF6PQ/1?accountid=10825
http://web.b.ebscohost.com.ezproxy.ferris.edu/ehost/detail/detail?sid=b5fe02c7-6fc3-
4623-9bf0-
46bb48380b7a%40sessionmgr104&vid=0&hid=102&bdata=JnNpdGU9ZWhvc3QtbGl2
ZQ%3d%3d#AN=507839344&db=eft
4. Class Wide Peer Tutoring
Summary: Class Wide Peer Tutoring (CWPT) involves assigning students to pairs to peer tutor
each other by reading, asking questions, and providing prompts and feedback on correct and
incorrect responses in a highly structured formats. CWPT is suitable for many different content
areas, and can be incorporated into existing curricular materials. Along with helping disabled
students with academic content, this intervention also reinforces the correct social behaviors
among those who have emotional and behavioral impairments.
Research: In Preparing Preservice Teachers to Implement Class Wide Peer Tutoring, both
teachers and preservice teachers reportedly liked most CWPT procedures, particularly giving
points for improved social interactions.
Bond and Castagnera discovered that recent research has proven that it also builds social
interaction skills between students with and without disabilities in their article Peer Supports
and Inclusive Education.
Cost & Time: Class Wide Peer Tutoring takes time for students to understand. The teacher must
model how to be both the tutor and the student. They must also set clear expectations so all
students know what they are doing. For some students, trying to understand Peer Tutoring may
be challenging if they have a hard time communicating socially with their peers (ex. students
with emotional and behavioral impairments).
How to use it in the Classroom: A teacher would introduce the intervention to the class by
modeling both ends of the process. The teacher would then assign pairs based on students with
high and low level skills. This technique is used 20 minutes a day, with each student taking the
role of tutor for 10 minutes and learner for 10 minutes.
References
https://www.district287.org/uploaded/A_Better_Way/EffectiveProgramsforEmotionaland
BehavioralDisordersHanover2013.pdf
http://tes.sagepub.com.ezproxy.ferris.edu/content/27/4/408.full.pdf+html
http://web.a.ebscohost.com.ezproxy.ferris.edu/ehost/pdfviewer/pdfviewer?sid=aaeea3d3-
2ddc-44b9-bf57-61b326c31a1b%40sessionmgr4006&vid=1&hid=4114

practice.
Research: In Direct Instruction and Guided Practice Matter in Conflict Resolution and Social-
Emotional Learning, DeVoogd, Lane-Garon, and Kralowec state Peer mediators develop in
social-emotional domains, showing statistically significant gains over no mediators in ability to
consider the thoughts and feelings of others, empathize, and choose productive problem-solving
strategies.
instruction is helpful for students with emotional and behavioral disabilities because we can
work on modeling the correct behavior and expectations for students.
Resources
http://onlinelibrary.wiley.com.ezproxy.ferris.edu/doi/10.1002/crq.21156/full
Resources
PACER (Organization)
PACER is an organization that aims at supporting families of children with emotional or
behavioral disorders. This project supplies families with resources and supports families need to
help promote increased understanding of childrens mental health, emotional, and behavioral
need in the broader community. PACER presents families with articles concerning hot topics,
inspiring stories, and helpful resources regarding emotional and behavioral disorders and
impairments.
Association for Positive Behavior Support (Organization)
The Association for Positive Behavior Support is an organization aimed at support those who
have emotional and behavioral disorders. This organization includes a description, resources, and
links related to emotional behavioral disorders. The website provides support for families
through a networking system and educators can attend conferences and webinars to learn more
about emotional behavioral disorders.
Center for Parent Information and Resources (Organization)
The Center for Parent Information and Resources provides information for parents who may
have children with emotional impairments and/or disturbances. This website has several tabs
which allow parents to jump to a more specific page regarding more specific information about
their child. The main page contains general information about emotional impairments and
disturbances including a definition, characteristics, causes, frequency, help for school, and
resources for support for both children and parents.
National Association of Special Education Teachers (Inclusion)

The National Association of Special Education Teachers is an organization that supplies
resources for educators who are working with all kinds of students. They have a page specifically
for emotional and behavioral disorders. This page provides educators with additional resources
for specific emotional and behavioral disorders, along with modifications and adaptions for each.
There also is a class management section included on the page that gives teachers ideas for ways
to differentiate lessons and to increase positive behavior.
Michigan Alliance for Families (Inclusion)
Michigan Alliance for Families is a resources that supplies families with information, support,
and educational strategies for helping children with all types of disabilities. In terms of emotional
impairment, the resource provides an in-depth definition, information about IEPs, additional
technology to support these students, and additional resources for parents. This information
includes many articles that may help explain a parents question in more depth and help them
understand how they can support their child in the classroom as well as at home.
Council for Children with Behavioral Disorders (Inclusion)
The Council for Children with Behavioral Disorders is dedicated to providing support for
children with unique behavior disorders. This organization is aimed at helping educators
understand these children and learning how to help them succeed in the classroom. The Council
for Children with Behavioral Disorder works to promote and publishing research that improves
policy and practice for children and youth with or at risk of emotional and behavioral disorders,
provides professional development opportunities that improves practice with children who have
emotional and behavioral disorders, advocates on behalf of individuals with emotional and
behavioral disorders, and extends support to educators.
The Preventive Ounce (Website)
The Preventive Ounce is an organization dedicated to teaching parents about behavioral
disorders and temperament. This website contains information regarding temperament, behavior
disorder, includes several resources. Each tab contains several different articles that answer
questions regarding either behavior disorders or temperament. This website is very kid friendly
and may be used by children who have behavioral disorders.
How to Reach and Teach Children with Challenging Behavior (K-8): Practical, Ready-to-
Use Interventions That Work by Kaye Otten and Jodie Tuttle (Inclusion)
This book offers educators a practical approach to managing problem behavior in schools. It is
filled with down-to-earth advice, ready-to-use forms, troubleshooting tips, recommended
resources, and teacher-tested strategies. Using this book, teachers are better able to intervene
proactively, efficiently, and effectively with students exhibiting behavior problems. This book
includes; instructions for creating and implementing an effective class-wide behavior
management program, guidelines for developing engaging lessons and activities that teach and
support positive behavior and advice for assisting students with the self-regulation and
management their behavior and emotions.
Classroom Management for Students with Emotional and Behavioral Disorders: A Step-
by-Step Guide for Educators by Roger Pierangelo and George A. Giuliani (Inclusion)
This comprehensive guide covers typical emotional and behavioral disorder (EBD) behaviors,
effective instructional interventions, positive reinforcement techniques, federal regulations,
promoting healthy social interactions, and classroom management strategies. This book is an
excellent resource for teachers looking to restructure their classroom management techniques in
order to reach their emotionally and behaviorally impaired students.
Do 2 Learn (Website)
Do 2 Learn is a website that provides both parents and teachers with characteristics of children
with emotional disturbances. These characteristics are divided up in terms of learning
difficulties, socialization and behavior, and affective characteristics. Each section contains 8-17
characteristics about the student which is helpful to both the teacher and parent who need to learn
how to communicate effectively with the student. In addition to each section, a set of strategies is
added on the next page which helps support the teacher in the classroom along with parents at
home.
Accommodations
1.Break down assignments into smaller ones
By breaking down assignments into smaller mini tasks, it allows the student to maintain their
focus on successfully completing that part of the assignment. After the student completes the
task, the teacher needs to supply positive reinforcement right away. The student should be given
the next assignment after successfully completing the task prior to it.
http://elementaryemotionaldisturbance.weebly.com/for-teachers.html
2.Follow low interest activities with high interest activities
For emotionally and behaviorally impaired students, school is stressful enough when trying to
deal with their emotions and adding focusing makes it even more difficult. To maintain their
focus, pairing low interest and high interest activities together motivates them to finish the
activity in order to do something they like.
3.Plan short review lessons or readiness activities prior to task
In order to help these students, focus on the task, teachers should provide review or an activity to
get students thinking about what they are learning about. This will help them activate prior
background knowledge and feel prepared for the new material. This is a strategy that not only
helps emotionally and behaviorally impaired students, but the rest of your class as well.
4. Each day write the agenda on the board with the how long it will take
Students with emotional and behavioral impairments like to know what they are doing and how
long will it will take them. Although this agenda may just be a rough estimate, this helps students
know how long they will have to focus on a certain concept or subject. An agenda may also help
a student refocus if they have gotten off track and need to know where they are.
http://do2learn.com/disabilities/CharacteristicsAndStrategies/EmotionalDisturbance_Strategies.h
tml
5. Provide students time to catch up on work or work on concepts they are struggling with
This is a great accommodation that can be used for all students in the classroom. By providing
catch up time, students can choose how they want to spend their time whether they need to
finish some work up or they want to work on a concept they are having a hard time with.
Students with emotional and behavioral impairments may be behind in assignments and concepts
if they are struggling to keep their emotions in check during class.
tml
6. Explicitly and frequently teach social skills
These students have a hard time effectively interacting with both their peers and adults.
However, in order to properly function in the classroom and real world, students must develop
positive social skills. Teachers need to model these skills and give students several opportunities
during the day for students to practice with their peers.
tml
7. Engage students in role-play exercises
Students with emotional and behavioral impairments have a hard time keeping their emotions in
check and knowing how to interact socially. By engaging students in role-play exercises,
students learn how to act appropriately in multiple types of situations. These role-play exercises
are then transferred into real world experiences and help students socialize with their peers.
tml
8. Give students responsibilities in the classroom
By giving these students specific responsibilities in the classroom, teachers are recognizing the
students importance to the class. When students are given a responsibility from a teacher, their
self-esteem rises and they are motivated to please the teacher by carrying out the task. Students
are likely to carry this sense of responsibility to their classwork.
tml
9. Use positive, age appropriate comments frequently to reinforce good behavior
Students with emotional and behavioral impairments often show signs of inappropriate behavior.
However, instead of focusing on the negative, teachers need to use positive reinforcement and
comment when the student is behaving well. By using positive reinforcement, it makes the
student feel good and it is more likely that it will motivate them to continue that behavior. This
kind of reinforcement must be frequent so the student knows what kind of behavior is expected.
tml
10. Have other students (who demonstrate appropriate behavior) serve as peer tutors
Students who demonstrate appropriate behavior may serve as peer tutors to students who have
emotional or behavioral impairments. Peer tutors can help reinforce good behavior by setting a
positive example. Typically, students are paired up with these peer tutors during assignments and
may sit near them in the classroom.
tml
Specific Learning Disability
Introduction
Summary: I choose to study learning disabilities because so far this is the most common
disability I have come in contact with in the classroom. I think all teachers need to have a clear
understanding of what learning disabilities are and how we can accommodate those students in
our classroom.
Definition: Specific learning disability is a term used to describe those students who have
difficulties in acquiring knowledge and skills to the level expected of their peers.
Causes
Heredity: Often, learning disabilities run in the family

Problems during pregnancy and birth: Learning disabilities may be caused by illness
or injury during or before birth. It may also be caused by low birth weight, lack of
oxygen, drug and alcohol use during pregnancy, and premature or prolonged labor.
Incidents after birth: Head injuries, nutritional deprivation, and exposure to toxic
substances
Statistics
5% of our nations school-age population whose learning disabilities have been formally
identified
An additional 15% or more of students struggle due to unidentified and unaddressed
learning and attention issues.
Prevalence starting to decline by almost 2 percent annually since 2002
30 percent of students with a primary disability of LD also had a secondary disability
Impact on Educational Setting: Students with learning disabilities have average or above
average intelligence. There often appears to be a gap between the individuals potential and
actual achievement. Learning disabilities are referred to as hidden disabilities because the
person looks perfectly normal and seems to be a very bright and intelligent person, yet may be
unable to demonstrate the skill level expected from someone of a similar age. Learning
disabilities are problems that affect the brain's ability to receive, process, analyze, or store
information. These problems can make it difficult for a student to learn as quickly as someone
who isn't affected by learning disabilities.
Interventions
1. Assistive Technology
Summary: Assistive Technology is any kind of technology that can be used to enhance the
functional independence of a person with a disability These materials help motivates the student
and provide them a way to fully engage in lifes activities. An example is to use of manipulatives
or concrete objects to help work through a problem. In high school, a common accommodation is
allowing students to use calculators to work on math problems. There are also lots of different
kinds of software that can assist students learning. By using technology, students can work at
their own pace and teachers can adapt the instruction to meet the needs of the student.
Research: In Dr. Planagan's article, Middle School Special Education Teachers' Perceptions and
Use of Assistive Technology in Literacy Instruction, "results suggested teachers
perceived assistive technology to be an effective tool for literacy, but use it minimally.
When assistive technology was used, teachers indicated it was an effective literacy support."
However, barriers such as cost, usability and lack of teacher training were factors to using
assistive technology.
Understood.org states that "used in addition to well-designed instruction. It can help your child
be more self-confident and work more independently. It also can help your child: work more
quickly and more accurately, navigate classroom routines and set and meet high goals
Cost & Time: Cost depends on the what technology the student needs. School districts are
considered to be the primary source of funding for assistive technology. It is possible to be used
in the general classroom however only the child the technology belongs to can use it. The
interventionist is most likely the special education teacher who can adapt the instruction to meet
the needs of the student.
How it's used in the Classroom: The intervention be used in the general education classroom to
support inclusion because it allows the student with a learning disability to learn the same
concepts as their peers but in a way that is adapted to them and allows them to progress at their
own pace.
References
http://www.michiganallianceforfamilies.org/education/assistive-technology/
https://www.understood.org/en/school-learning/assistive-technology/assistive-
technologies-basics/assistive-technology-what-it-is-and-how-it-works
http://www.tandfonline.com/doi/abs/10.1080/10400435.2012.682697?journalCode=uaty2
0

practice.
Research: The University of Kanas Special Connections researchers state that "Direct
instruction programs are used successfully with preschoolers to adults including gifted students,
average learners, and those who struggle academically. They are appropriate for students with
diverse learning needs, language backgrounds, "learning styles" (given that instruction includes a
multi-modality approach, including auditory, visual, and tactile/kinesthetic elements)."
In Special Education and Direct Instruction: An Effective Combination, authors Kinder, Kubina,
and Marchand-Martella say "Direct Instruction programs show clear evidence of their efficacy
with students with low incidence disabilities. Many of these students had IQs in the 30 to 50
range yet the majority of them learned to read and master language skills otherwise thought
unattainable."
instruction is helpful for students with specific learning disabilities because the concept is
reinforced several times before the students have to try it on their own.
Resources
https://ldaamerica.org/successful-strategies-for-teaching-students-with-learning-
disabilities/
http://www.nifdi.org/docman/journal-of-direct-instruction-jodi/volume-5-winter-
2005/469-special-education-and-direct-instruction-an-effective-combination/file
http://www.teach-nology.com/teachers/methods/models/direct/
3. Resource Room
Summary: Resource Rooms are separate, remedial classrooms in a school where students with
educational disabilities, such as specific learning disabilities, are given direct, specialized
instruction and academic remediation and assistance with homework and related assignments as
individuals or in groups.
Research: In Academic outcomes for students with learning disabilities in consultation and
resource programs, the authors state that Analysis of pretest achievement measures indicated
that students assigned to two periods of resource room per day differed significantly from the
other groups and results from this group were analyzed separately.
Cost & Time: For resource rooms, the school must hire a special educator teacher to manage the
room. This teacher spends time working closely with the child's regular classroom teacher and
the parents to ensure support is indeed helping the student to reach their full potential. The
teacher follows the IEP and will take part in the IEP review. The teacher will also work very
closely with other professionals and para professionals to support the specific student. meetings.
Resource room teachers spend their class time working with groups of students to improve their
skills.
How to use it in the Classroom: Resource rooms are a pull out method, meaning students
leave their regular classroom and go to the resource room to receive help for a specific amount of
time. Students may only visit the room once per day or multiple times a day. Since students are
missing their general education class time, the time students are pulled out are crucial because
we dont want students falling farther behind in the curriculum.
Resources
http://go.galegroup.com.ezproxy.ferris.edu/ps/i.do?ty=as&v=2.1&u=lom_ferrissu&it=DI
ourl&s=RELEVANCE&p=AONE&qt=SP~162~~IU~2~~SN~0014-
4029~~VO~57&lm=DA~119900000&sw=w
http://specialed.about.com/od/idea/a/resourceroom.htm
American Academy of Special Education- Resource Room PPT.
4. Learning Strategy Instruction- Cognitive Strategies
Summary: An effective learning strategy is a set of processes or steps that can facilitate the
acquisition, storage and utilize information. Cognitive strategies support students with learning
disabilities as they make their way through the process of answering a question or work though a
problem. These strategies are important to teach in order for students to progress in learning.
Research: Integrated learning: explicit strategies and their role in problem-solving instruction
for students with learning disabilities by Hollingsworth and Woodward state that learning
cognitive strategies help students develop planning and self-regulation of goal-directed behavior
across a range of academic domains.
In Beckmans article, Strategy Instruction he believes that the most effective learners she says,
use numerous strategies across subjects and tasks, such as those listed above under "cognitive
strategies".
In Brown, Pressley, Van Meter, & Schues experiment, they conclude that studies have shown
that with carefully designed instruction, students' performance on measures of learning,
reasoning, and/or problem solving improves.
Costs & Time: Teaching cognitive strategies dont cost money, but they do take time for
students to learn and implement when needed. These strategies may take multiple attempts in
order for students to understand the concept.
How to use it in the Classroom: Cognitive strategies are useful tools in assisting students with
learning problems. Teachers must explicitly teach these strategies to students and model several
times how to use the strategy. Cognitive strategies provide a structure for learning when a task
cannot be completed through a series of steps. For students with learning disabilities, these
strategies are used for support and help students solve problems. In order to increase skills and
ability in the classroom, these strategies are necessary to incorporate.
References
http://www.specialconnections.ku.edu/?q=instruction/cognitive_strategies
https://www.ncbi.nlm.nih.gov/pubmed/8440301
http://files.eric.ed.gov/fulltext/ED474302.pdf
http://www.education.com/reference/article/cognitive-strategies/
5. Dictation Devices
Summary: Students with learning disabilities have a hard time with handwriting, typing and
spelling with little energy left over afterwards to continue. Dictation devices provide students
support in writing and learning. These devices include a tape recorder, scribe, or computer
applications such as voice Recorder or speechnotes.
Research: In the article, Effects of dictation and advanced planning instruction on the
composing of students with writing and learning problems, De La Pas, and Graham discover,
the combination of dictation and advanced planning instruction had a positive effect on the
composing of students who rind writing and learning challenging. This combination of
instructional components resulted in essays that were more complete and qualitatively better
immediately following instruction and 2 weeks later.
Composing Via Dictation and Speech Recognition Systems: Compensatory Technology for
Students with Learning Disabilities by Professor De La Pas states, the time for placing greater
emphasis on the use of dictation and other oral modes of production has now arrived, as
technology has made this a more viable option for students with LD. It is important now to start
considering how we can best use such tools, and what teachers and students need to do to make
them as effective as possible.
Cost & Time: Depending on the device, some dictation tools may be free but some may be very
expensive. Devices such as computer applications, may cost the application itself (Range from
free to about eight dollars for most educational applications) and the computer or lab top it takes
to run it. These devices may take some time to learn how to use. It is important that teachers
know what they are giving to their students so they should take time to experiment with the
device.
How to use it in the Classroom? These devices can be used in the classroom as an option
instead of hand writing papers. This eliminates the frustration of not being able to read the paper
or with the students handwriting. Dictation devices can be used anywhere since students can
carry them or put them in their backpack which makes it convenient when students are working
on projects at home.
References
http://web.a.ebscohost.com.ezproxy.ferris.edu/ehost/detail/detail?sid=dd9e823f-6602-
480f-b749-
179849700075%40sessionmgr4008&vid=1&hid=4109&bdata=JnNpdGU9ZWhvc3QtbG
l2ZQ%3d%3d#AN=507642300&db=eft
http://search.proquest.com.ezproxy.ferris.edu/docview/614359686?OpenUrlRefId=info:x
ri/sid:primo&accountid=10825
https://speechnotes.co/
https://chrome.google.com/webstore/category/extensions
Resources
Learning Disabilities Association of America (Inclusion)
Learning Disabilities Association of American provides information and support for parents,
educators, adults, and paraprofessionals. The website contains many articles that deal with
students with disabilities for both parents and professionals. They also have a link to each
learning disability which provides a summary, signs and symptoms, along with strategies to use
with these students. LDAA is a membership teachers or parents can belong to and provide
benefits such as resources and journals, information about laws concerning disabilities, and a
support system for both parents and educators.
National Center for Learning Disabilities (Inclusion)
The National Center for Learning Disabilities are mainly focused on information for parents,
educators, and young adults with learning disabilities. The website provides information and
programs for those who are curious about learning disabilities or are looking for resources to
help students. This resource also provides recent statistics about student with learning
disabilities and blogs for parents and educators to follow. The National Center for Learning
Disabilities is making a big push right now to help students with learning disabilities to attend
college. Right now, they are advertising scholarships for high school seniors who want to
continue their learning.
Smart Kids (Organization)
Smart Kids is an organization aimed to support parents and their children who have a learning
disability. This resource provides facts about the different types of learning disabilities, provides
advice on how parents can help their childs academic, social and emotional issues, and supports
parents through a community blog where parents can reach out and talk to each other. This
organization also provides events and programs for parents who want to learn more about certain
topics relating to learning disabilities.
Understood (Organization)
Understood is an organization dedicated to understanding learning and attention issues. This

website is mainly aimed towards parents who want a better understanding of their childs
learning disability. This resource focuses on the topics of learning and attention issues, school
environment, friends and feelings, you and your family, and community events. Each tab
contains several articles to help parents understand their child better or what they can do for to
support their child. The community and events tab contains a blog that parents can follow and
comment on along with providing expert speakers that parents can tune into every week.
Child Mind Institute (Inclusion)
The Child Mind Institute is aimed at helping parents and teachers learn about different types of
disabilities. For each disability, many articles appear which relate to learning about the disorder
and the child. At the bottom, there is an ask the expert section where parents and teachers can
write to an expert in their specific disability area who can answer questions they may have. The
Child Mind Institute also has a tab that contains up to date research on how the child brain
develops. For educators, a tab is provided that includes information on learning, behavior,
classroom management techniques, and tips for helping students with a specific disability.
LD Resources (Inclusion)
LD Resources is a collection of resources on various aspects of learning disabilities with

comments from community members. These resources are written for educators and
professionals and provide a support system. This website contains a variety of blogs that relate to
students with specific learning disabilities. LD Resources mainly contains blogs related to
learning disabled organizations, professionals, and support sites. It also includes information
regarding other types of disabilities such as behavioral and emotional, and includes how
education for students with disabilities is changing.
A Mind at a Time by Mel Levine (Book)
"Different minds learn differently," writes Dr. Mel Levine, one of the best-known learning
experts and pediatricians in America today. Some students are strong in certain areas and some
are strong in others, but no one is equally capable in all. This book helps teachers understand
that we need to pull away from the one size fits all strategy and learn the importance of
differentiating lessons in order to help our students improve. The book focuses on how to
identify these individual learning patterns and explains how they can strengthen a child's abilities
to produce positive results.
A Special Education: One Family's Journey Through the Maze of Learning Disabilities by
Dana Buchman (Book)
This book is written from a parents perspective on having a child with learning disabilities. This
book is an inspiring account of one mother's journey to acceptance and understanding, as well
as a family's triumph over daunting circumstances. I would recommend this book to parents
who are struggling to understand their son or daughters learning disability or may be struggling
with other areas related to their childs disability.
PBS Parents (Website)
PBS Parents is a website based off of PBS Kids. This website helps parents understand their own
children better by learning about child development, parenting tips, and how to support your
childs education. Under the education tab, parents can learn about students with learning
disabilities, strategies to use at home, and the special education process. This website is very
helpful to parents who know very little about learning disabilities and provides a lot of good
information to help them understand what they can do to support their child.
Noodle (Inclusion)
Noodle is a website for parents and educators who are searching for answers requiring specific
learning disabilities. Noodle provides millions of articles related to educational issues and topics
by teachers and professionals. One article, Learning Disabilities in Children: A Resource Guide
for Parents I thought was very good on helping parents understand how to live and support a
child who has learning disabilities. The article gives parents a list of resources, professionals,
costs and definitions for each disability.
Accommodations
1.Allow additional time for assignments
Students with learning disabilities talk a longer time to process information so allowing students
to have additional time for assignments insures a better chance of success. Students should
receive extra time for in class and homework assignments. Typically, allowing extra time helps
improve writing assignments.
http://www.washington.edu/doit/academic-accommodations-students-learning-disabilities
2. Read tests or quizzes aloud
Since students with learning disabilities take longer to process information, it allows students
more time to think about the question and respond with an appropriate answer. Some students
may also have difficulties in reading, thus orally presenting a test may help those who have a
hard time reading through the question. This way, students use more brain power figuring out the
answer to the test rather than spend it reading the test.
3. Provide either a copy of lecture notes or allow student to record lecture
Depending on whether the student is a visual or verbal learner, accommodations can be made for
either of these learning styles. By providing a copy of lecture notes to a visual learner, this
allows the student to take in the information rather than focusing on copying the information
down. For a verbal learner, these students can use a tape recorder to record the lecture so they are
able to listen to it later when they are studying for the exam.
4. Use assistive devices
Students should use assistive devices such as a calculator, or spelling and grammar devices in
order to improve learning. These assistive devices may help students with a short term memory
difficulty. For some students, using a calculator releases the stress of knowing the correct answer
to a multiplication or division problem and allows them to focus on the mathematical process.
Spelling and grammar devices can help students so they arent stressing over the correct spelling
or grammatical function. We want these students to focus on getting their ideas down on paper
so we can understand what they are learning.
5. Allow sufficient wait time
By providing students a longer wait time, it allows them to process the information and recite an
appropriate answer. Many students with learning disabilities have a hard time processing
information quickly and need additional time in order to understand directions or a question.
Typically, a teacher allows at least ten seconds of wait time, for students with disabilities this
may have to be longer.
https://ldaamerica.org/accommodations-techniques-and-aids-for-learning/
6. Read Along Technique
The Read Along technique helps students who have difficulty reading or reads slowly. These
students may receive a taped text that allows the student to follow along with the book and learn
how use printed materials properly. This technique helps students read at their own pace and
understand how to pronounce or comprehend what they are reading in order to learn from the
material.
7. Large print, typed handouts
For students who have difficulty small crowded print, type handouts in a large font that is easy
for students to read. These handouts will help students comprehend the material better along with
providing them support for locating information throughout notes. Students with difficulty
reading will be more likely to study and review the information on the handouts when they are in
large print.
8. Seat students so there are minimal distractions
For students with a learning disability, processing information is a hard enough task that
distractions will easily change ones focus. For a student with a learning disability, placing him
or her in an area where distractions are minimal will improve the chance of the student
succeeding. This area should be away from windows, door, and any students who may cause
interruptions to the students learning.
9. Allow frequent breaks
All students get restless after sitting for a while. Typically, students with a learning disability
will be more restless especially after focusing for a long time. Learning is a challenge for these
students and by proving frequent breaks, we allow students a chance to move, and take a break
from concentrating. Teachers should try to give students breaks after each subject.
10. Provide on-task or focusing prompts
Students with learning disabilities constantly need prompts in order to be successful in

understanding the instructions or assignment. These students benefit from on-task or focusing
prompts because they state the expectation and the topic for students to concentrate on. This
helps students store information in the correct schema which increases the chance of students
comprehending the material.
Traumatic Brain Injury
Introduction
Summary: I am interested in learning about traumatic brain injuries because it is disability that
hits close to home. I have someone close to me who has had a traumatic brain injury and because
of the positive support of his teachers and therapists, he can recall his memories and was able to
succeed in the classroom. Personally, I have had several concussions that have led to me having
to quit playing softball, and these concussions have made it harder for me academically to focus
and complete assignments. I am very interested in learning about strategies that can help these
students because I have an idea of the frustration they go through.
Definition: Traumatic Brain Injury (TBI) is an acquired injury to the brain caused by an external
physical force, resulting in total or partial functional disability or psychosocial impairment, or
both, that adversely affects a childs education performance.
Causes:
-Car Crashes
-Firearms
-Falls
-Chemicals/Toxins
-Hypoxia (Lack of Oxygen)
-Tumors
-Infection
-Stroke
Statistics:
Falls occur 35.2 % of the time
Car Crashes occur 17.3% of the time
Firearm injuries are often fatal: 9 out of 10 people die from their injuries
Males are 1.5 times more likely as females to sustain TBI
Age groups with the highest risk are 0-4 year olds and 15 to 19 year olds
Impact on Educational Setting: When students with traumatic brain injury return to school,
several challenges are presented for both the student as well as those who work with them. Many
children with traumatic brain injury experience some type of persistent cognitive and or
behavioral changes. However, when the teacher and medical professionals provide the
appropriate resources and strategies, all students can reach their maximum potential. Once a
student returns to school, educators must work together to develop a comprehensive plan based
on the childs strengths and weaknesses. This takes careful planning in order to make the
adaptions needed to help the student succeed in the learning environment. This may include the
use of effective instructional aids, strategies, interventions, or therapies in order to help the child
get back to normalcy.
Interventions
1.Self-Management Strategies
Summary: Self-Management Strategies are those that help students take an active role in
monitoring and reinforcing their own behavior. The goal of developing Self-Management, is that
the student will be able to foster self-reliance and independence. The elements of self-
management include setting goals, monitoring behavior, and evaluating student progress.
Examples of self-management include self-monitoring, self-evaluation, and self-reinforcement.
Research: In Anger self-management in chronic traumatic brain injury: protocol for a psycho-
educational treatment with a structurally equivalent control and an evaluation of treatment
enactment, results state that self-management strategies accommodates significant cognitive
deficits that co-occur with TBI, acknowledges the multiple reasons for anger in this population,
and offers a treatment program that can stand alone, serve as an adjunct to medications, or be
incorporated into a comprehensive treatment program for TBI.
In Extending Self-Management Strategies: The Use of a Class Wide Approach, the authors, Hoff
and Ervin state that, this project contributes to our knowledge of effective school interventions
by demonstrating an evidenced-based universal intervention for decreasing disruptive classroom
behavior. The positive results for the classes and target students are encouraging, as there is a
pronounced need for strategies that will work with all students and can accommodate the variety
of learning and behavioral challenges often present in the general education setting.
Cost & Time: Self-Management Strategies do not cost anything but they do take time to
research and implement. Before researching, the teacher must meet with the student to agree on
what behaviors they want to work together on changing. The teacher must seek out specific
strategies that work for the individual student and take time to understand how it works. Then,
the teacher must meet with the student to go over the strategies and begin implementing them in
the classroom. This process results in reflection and possible changing of the strategies in order
to help the student succeed.
How it is Used in the Classroom: The general education teacher will implement these self-
management strategies for those specific students in her classroom. He or she may even make
these strategies their own classroom management strategy so it applies to all students not just a
select few. Self-management strategies result in constant reflection between the teacher and
student.
Resources:
http://www.specialconnections.ku.edu/?q=behavior_plans/positive_behavior_support_int
erventions/teacher_tools/teaching_self_management_skills
2. Errorless Learning
Summary: Errorless learning is a model based off of behavioral rehabilitation that involves
discrimination of concepts through early prompting and support. Eventually more responsibility
falls on the student to discriminate concepts against each other which results in successful
responding. In errorless learning, individuals are not allowed to guess on recall tasks, but are
immediately provided with the correct answer. They then write the response and read the
response aloud for reinforcement. If errors do occur, they are followed by nonjudgmental
corrective feedback.
Research: Errorful and errorless learning: The impact of cuetarget constraint in learning from
errors states that incorrect feedback decreases the likelihood that an error will be repeated.
In An investigation of errorless learning in memory-impaired patients: improving the technique
and clarifying theory, researchers discovered that the benefits seen under errorless learning
reflect the operation of residual explicit memory processes.
Cost & Time: There is no cost for effortless learning however, it does take time to learn how to
implicate in the classroom. Teachers must learn how to use the strategy effectively in order to
help students with traumatic brain injuries succeed. This intervention does have several steps and
needs to be repeated several times before students begin to understand the concepts. The more
repetitions, the more likely a student will succeed.
How it is used in the Classroom: Effortless learning is a strategy that can be used in the
classroom for students with traumatic brain injuries to help reinforce concepts. In errorless
learning, individuals are not allowed to guess on recall tasks, but are immediately provided with
the correct answer. They then write the response and read the response aloud for reinforcement.
If errors do occur, they are followed by nonjudgmental corrective feedback.
References:
http://tcna.primo.hosted.exlibrisgroup.com/primo_library/libweb/action/display.do?frbrV
ersion=5&tabs=detailsTab&ct=display&fn=search&doc=TN_sciversesciencedirect_elsev
ierS0028-3932(03)00036-
http://web.a.ebscohost.com.ezproxy.ferris.edu/ehost/pdfviewer/pdfviewer?sid=99039992-
5ce1-49b7-b869-a199016fb34f%40sessionmgr4009&vid=1&hid=4101
http://www.brainline.org/content/2008/07/classroom-interventions-students-traumatic-
brain-injuries_pageall.html

practice.
Research: In Specialized Teaching Strategies, the authors state that using a direct instruction
model can prevent or significantly reduce challenging behaviors and teach students the active
use of compensatory strategies.
instruction is helpful for students with traumatic brain injuries because it includes pacing
difficult content, giving students frequent opportunity to respond, and reinforcement to maintain
student engagement and ensure learning.
Resources
http://josea.info/archives/vol1no1/article-04-FT.pdf
4. Social Skills Training
Summary: Social-skills training aims to improve and maintain the individuals social skills. The
children are taught how to adjust their verbal and nonverbal behavior in their social interactions.
This includes learning social cues, recognizing emotional expressions of others, understanding
when to change the conversation, how to wait and listen to the other person etc. Typically,
students who have had a traumatic brain injury have troubles with socializing with their peers
and may benefit from this type of training.
Research: In Poster 30: Feasibility of Social Communication Skills Group Treatment for
Persons with Traumatic Brain Injury and Additional Complications, a study concluded that
TBI-plus participants showed improved social communication skills, demonstrating feasibility
of providing the intervention in such persons.
In Treatment Efficacy of Social Communication Skills Training After Traumatic Brain Injury: A
Randomized Treatment and Deferred Treatment Controlled Trial, the authors concluded that
TBI subjects who received social communication skills training had improved
communication skills that were maintained on follow-up. Overall life satisfaction for participants
was improved.
Cost & Time: Social skills training is often taught in groups and is a relatively short
intervention, most often consisting of an eight to 12-week program. The duration of each group
session is usually 50 to 90 minutes. Therapists run social skills training so the school can either
hire therapist that can perform that training for the student or refer the student to a therapist
outside of school to seek the treatment.
How it is Used in the Classroom: Social Skills Training a type of pull out program where a
student leaves the classroom to work with a therapist on their social skills. If the school does not
have a therapist, the student may go to a therapist outside of the school. In the classroom, the
teacher can provide assistance to these students and have students engage with their peers several
times a day in order to improve their social skills. In younger grades, the teacher may even spend
some time during curriculum talking about how to appropriately communicate with peers.
Resources:
http://www.archives-pmr.org/article/S0003-9993(10)00440-5/fulltext
http://www.archives-pmr.org/article/S0003-9993(07)01487-6/fulltext
5. Assistive Technology
Summary: Assistive Technology is any kind of technology that can be used to enhance the
functional independence of a person with a disability These materials help motivates the student
and provide them a way to fully engage in lifes activities. An example is to use of manipulatives
or concrete objects to help work through a problem. In high school, a common accommodation is
allowing students to use calculators to work on math problems. There are also lots of different
kinds of software that can assist students learning. By using technology, students can work at
their own pace and teachers can adapt the instruction to meet the needs of the student.
Research: In Dr. Planagan's article, Middle School Special Education Teachers' Perceptions and
Use of Assistive Technology in Literacy Instruction, "results suggested teachers
perceived assistive technology to be an effective tool for literacy, but use it minimally.
When assistive technology was used, teachers indicated it was an effective literacy support."
However, barriers such as cost, usability and lack of teacher training were factors to using
assistive technology.
Understood.org states that "used in addition to well-designed instruction. It can help your child
be more self-confident and work more independently. It also can help your child: work more
quickly and more accurately, navigate classroom routines and set and meet high goals
Cost & Time: Cost depends on the what technology the student needs. School districts are
considered to be the primary source of funding for assistive technology. It is possible to be used
in the general classroom however only the child the technology belongs to can use it. The
interventionist is most likely the special education teacher who can adapt the instruction to meet
the needs of the student.
How it's used in the Classroom: The intervention be used in the general education classroom to
support inclusion because it allows the student with a learning disability to learn the same
concepts as their peers but in a way that is adapted to them and allows them to progress at their
own pace and catch up with content faster.
References
http://www.michiganallianceforfamilies.org/education/assistive-technology/
https://www.understood.org/en/school-learning/assistive-technology/assistive-
technologies-basics/assistive-technology-what-it-is-and-how-it-works
http://www.tandfonline.com/doi/abs/10.1080/10400435.2012.682697?journalCode=uaty2
0
Resources
A Head for the Future (Organization)
A Head of the Future is an organization that supplies information about traumatic brain injury for
parents and those with the injury. This organization contains information about how to prevent,
recognize, recover, stories, involvement, materials, and blogs about traumatic brain injuries.
Each tab contains in depth information about TBI which would be helpful for both parents and
educators. I would recommend this website to anyone looking for more information about TBI
patients.
After The Injury (Website)
After The Injury provides information to parents about how to help their children recover from a
hospital visit. This website provides good information for parents to refer to if they have
questions about their childs health. After The Injury provides information including learning
more about the injury, rate your childs reactions, and finding ways to help your child recover. I
think this is an important website for parents to read so they can support their child more
effectively.
National Institute of Neurological Disorders and Stroke (Organization)
This organization provides information to parents and children regarding neurological disorders
and strokes. The National Institute of Neurological Disorders and Stroke provides a page
specifically for traumatic brain injuries. This page includes information regarding what a
traumatic brain injury is, treatment, prognosis, and research. This website would be
recommended for any parent who wants to learn more about their or their childs condition and
what resources are available for support.
Center for Disease Control and Prevention (Organization)
The Center for Disease Control and Prevention has a page dedicated to Injury Prevention and
Control which includes Traumatic Brain Injury and Concussions. This page includes basic
information, data and statistics, reports and fact sheets, concussion surveillance system, news,
and HEADS UP awareness. This organization provides information for parents and survivors of
TBI and supplies support for those who need it.
Brain Injury Association of America (Organization)
The Brain Injury Association of America provides lots of in-depth information about different
types of brain injuries. They have a page dedicated to traumatic brain injury that discusses the
injury itself, definition, causes, outcomes, tips for recovery and the different types of severity for
TBI. I like how this organization explains the different types of severity for TBIs because it
provides symptoms specific to the severity. This is a great resource for parents who may believe
that their child may have a traumatic brain injury.
Brainline Kids- Classroom Interventions for Students with Traumatic Brain Injuries
(Inclusion)
Brainline is a website that provides information about preventing, treating, and living with
traumatic brain injuries. Brainline has a separate link for children and it contains an article called
Classroom Interventions for Students with Traumatic Brain Injuries by Julie M. Brown which
provides interventions for educators to try in their classroom. This article starts off with
discussing some of the problems students with traumatic brain injuries have and then it works
into talking about interventions and accommodations to try in the classroom.
Teaching Strategies for Students with Brain Injuries (Article, Inclusion)
Teaching Strategies for Students with Brain Injuries is an article published by TBI Challenge by
Marilyn Lash. This article provides an introduction for educators about students with traumatic
brain injuries and their typically behaviors in the classroom. The article then moves into
strategies to incorporate in the classroom that are divided into the categories of
attention/concentration, memory, organization, and following directions. This is a great resource
for educators looking for strategies to use in their classroom for students with traumatic brain
injuries.
Instructional Strategies for Teaching Students with Traumatic Brain Injury / Acquired Brain
Impairment (Article, Inclusion)
Ferris State has an article called Instructional Strategies for Teaching Students with Traumatic
Brain Injury / Acquired Brain Impairment. This article provides teachers with ways faculty can
help improve students with traumatic brain injury or acquired brain impairment. The article goes
into further detail about strategies for the first day of school, lectures and other teaching sessions,
writing assignments and examinations, and specific strategies. These strategies include
attention/concentration, memory, organization, directions, and general ideas.
Returning to School After Traumatic Brain Injury (Article, Inclusion)
Model Systems Knowledge Translation Center supplies an article for educator called Returning
to School After Traumatic Brain Injury. This article helps educators better understand students
who have traumatic brain injuries. Returning to School After Traumatic Brain Injury goes
through how TBI affects students, planning to return to school, how school can support these
students, possible classroom placement options, and ways to change classroom behavior. This is
a great article for any educator looking to learn more about traumatic brain injuries and how they
can help these students in the classroom.
National Association of Special Education Teachers (Inclusion)
The National Association of Special Education Teachers has several resources for educators
looking to become more informed about traumatic brain injuries. They provide several categories
such as accommodations, advocacy information, assistive technology, books and publications,
characteristics, classroom management, diagnosis, medical overview, prevalence, adults with
TBI, assessment, audio/video tapes, causes, classification, definition, frequently asked questions,
organizations, parent information, and translation services. This is a resource recommended for
all educators, not just special education.
Accommodations
1.Allow extra time to complete in class assignments
Students with a traumatic brain injury need additional time to complete assignments because of
some symptoms that they may have consistently or periodically. These students may have a hard
time focusing at times, be distracted by noises and lights, and have a hard time remembering
information. Allowing more time on assignments insures that students are doing their best work
and will complete the entire assignment.
http://www.brainline.org/content/2011/10/accommodations-guide-for-students-with-brain-
injury.html
2. Provide times for breaks
Since students with traumatic brain injuries have a hard time focusing at times, may be distracted
by noises and lights, and have a hard time remembering information, it is important that they
receive breaks. During the school day, students are taking in a lot of information that can be
overwhelming when symptoms pop up. When students receive breaks they tend to focus better
and retain more material.
injury.html
3. Provide both oral and written instructions
By proving both oral and written instructions, this helps students with traumatic brain injury
reinforce the directions. This also provides two types of learning which can the helpful in terms
of learning information. Written instructions can be useful if a student forgets what he or she is
supposed to be doing and cannot get a hold of the teacher.
injury.html
4. Provide students an outline of a lecture or study guide
Students will be able to retain the information better by using an outline of a lecture or study
guide. This helps them focus on key concepts that need to be learned in order to master the
curriculum. These notes can be useful for students to use when they are reviewing concepts or
getting ready for a test.
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5. Reduce quantity or work required, in favor of quality
Students with a traumatic brain injury do not need additional pressure to complete a large,
overbearing assignment. It is important that their work is reduced to reduce stress and allow them
to put maximum effort into the assignment. By grading for quality, students will focus more on
perfecting the assignment rather than rushing through it.
injury.html
6. Allow additional time for tests
By allowing additional time for tests, you are insuring that these students are putting their best
work down on paper. Students with a traumatic brain injury are easily distracted, have a hard
time focusing and may have a hard time remembering material so additional time on tests is
crucial in order for them to succeed in the classroom.
injury.html
7. Provide an environment that minimizes distractions during tests
For these students, providing a quiet and less distracting environment will help students achieve
better scores on quizzes and tests. When students are distracted, they may be unable to focus
which results in a poor test score. These students could be sent to a different classroom, library
or possibly a resource room to take a quiz or test.
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8. Allow students to take oral examinations
Students with a traumatic brain injury may benefit form oral examinations because they have
multiple chances to hear the question. An oral examination may allow students to ask questions
to the teacher to help them focus on the material. Oral examinations may be easier in terms of
students talking through the answer and describing it in their own words rather than writing it
down.
injury.html
9. Let students use a reference/formula sheet
Students with traumatic brain injuries may benefit from using a reference or formula sheet on a
quiz or test. This allows students to focus on the content of the test rather than spending time
memorizing formulas. Since students with TBI may have a hard time remembering information,
the less information they have to memorize the better they will do academically.
injury.html
10. Avoid placing student in high pressure situations
High pressure situations may cause a student with a TBI to be overwhelmed with stress and
possibly break down. These students do not deal well with high pressure situations such as short
time frames, extensive amount of work, or highly competitive assignments. Because of these
students severe symptoms, teachers should reduce high pressure situations in the classroom for
these students.
injury.html

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ARISE Life-Skills (Foundation)

Edutopia- The Four Keys to Helping At-Risk Kids (Website)

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By identifying the appropriate functional communication system, students will be able to

3. Reinforce desirable behaviors that serve as alternatives to inappropriate behaviors

4. Break down / task-analyze skills into steps.

6.Foreshadow changes in Schedules

7.Offer choices when available

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Center for Parent Information and Resources (Organization)

National Association of Special Education Teachers (Inclusion)

Michigan Alliance for Families (Inclusion)

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Learning Disabilities Association of America (Inclusion)

National Center for Learning Disabilities (Inclusion)

Smart Kids (Organization)

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2. Read tests or quizzes aloud

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6. Read Along Technique

7. Large print, typed handouts

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10. Provide on-task or focusing prompts

Students with learning disabilities constantly need prompts in order to be successful in

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