Anecdotal Notes
Before Intervention
• Adam has a habit of getting distracted by objects at this desk. He especially likes chewing and sucking on his pencil, erasers, and markers. He also doodles, both on paper and his skin. Moving his supplies away does not solve the issue because then he starts playing with his shoes or talking to a peer.
• Adam becomes frustrated when he is not called on, despite raising his hand. He becomes less engaged during instruction.
• The teacher frequently pauses during instruction to check on something at her desk or deal with a student who is misbehaving. Adam becomes distracted during this time and, without teacher intervention, stops paying attention entirely. The teacher does not redirect students, she
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He was excited to get the answer before anyone else. However, this led to him not caring as much if the answer was correct or not. I tried to help get the correct answer, after he had written the wrong one. This took a while and he missed holding up his board. He was irritated by this, but had moved on by the next question. His teacher did not acknowledge students who had gotten the correct answer, she just said the answer, then moved on to the next one. I praised and high-fived him, but I don’t know if it had any impact.
After Intervention
• I can’t take data because I am soloing this week (11/13-11/17) and have to manage the classroom.
• The students are making turkeys, coloring, and singing songs this week. If is not appropriate to take data during this week either (11/20-11/22)
• Adam was distracted by the task-board I developed. He wanted to look at the token pictures. He also continuously wanted to check if he could get the next token, leading me to reset his timer. He was frustrated and sulked for a while.
• Adam also became distracted by the timer. I let him see it, so he would know how much longer he had to show “good listening.” This led to him staring at it. I am going to take it
...e distracted five times by mom and/or clinical team, Keisha did a great job redirecting him back to his task. Keisha told the clinical team Cody is improving with working independently. Cody was observed working independently on three vocational task boxes. Vocational task boxes help prepare students for vocational task, post school. Keisha rewarded Cody with videos of her singing, which he liked. When Cody was asked to wait by Keisha, he complied without displaying disruptive behaviors. At the end of class, Keisha told Cody to clean off and wipe the table, which he did. Keisha said he cleans the table every day at the end of class. Mom and Keisha added that Cody perseverates on the same topics daily.
Tommy’s teacher provided the time and what happened. From fifteen behavior, accidents there were nine verbal and six physical these accidents occur between two minutes to eighteen minutes. These behaviors happen with six times in math, three in check out, one in social studies, two at lunch, one in spelling, one in a small group, and one individually. The ABC provides that the highest of Tommy’s behaviors occur when she is transitioning the class to a new activity or giving new directions. Some of the consequences the teacher provides to Tommy are giving Tommy a choice, redirection, discussion of behavior, personal space was given, verbal reprimand, change activity, remove from class, and time out. Sometimes Tommy stops his behavior and others it continues even of the
Response: “If a student is disruptive and says the work is stupid, I mark anecdotal notes on the behavior and make sure the student an...
During direct instruction (fundations, art, social studies, math, morning routine, and music) which was held in the classroom, it was documented that Jayden misbehaved twelve times. For breakfast, lunch, and snack, Jayden displayed inappropriate behavior six times. As for time of day, Jayden misbehaved twelve times before lunch (8:10 am - 11:20 am) and ten times from lunch until dismissal (11:20 am - 2:40 pm). Based on both of the comparisons, majority of the behaviors occurred during direct instruction and before
The disabilities identified were Attention Deficit Hyperactivity Disorder (ADHD), Emotional Disturbance (ED), and Attention Deficit Disorder (ADD). The special education teacher began to interact with all of the students right as they entered the classroom and also while the teacher provided them with instruction. She was extremely personable and approachable. It was apparent that even though it was a three- week summer school session, she had established a connection with the students and, therefore, developed a learning bond in the process. The boys seemed to have a great bond as well, and they worked together to complete their assignments. There were also obvious interactions among the boys that were unrelated to the lesson but not disturbing or distracting to the class. The special education teacher jokingly came near the boys and began to talk to them and suggested they continue to work together to keep each other engaged. The special education teacher mentioned that there were times when the boys will not respond to encouraging them to stay engaged and will resist her advances. Therefore, she has to make the decision when to press on to get them involved and when to back off and give them some time with the hopes that they will
The use of alcohol and substances among adolescents has become a behavior that has been increasing all over the world. Over the years, substance use issues amongst adolescents have been treated with various forms of psychotherapy. More recently, research has shown that mindfulness based interventions aid adolescents with substance abuse problems in their recovery, maintaining sobriety, and to shy away from peer pressure (Burke, 2009). Mindfulness interventions may be beneficial for this population by aiding them to be non-judgmental, express openness, and accept their thoughts and feelings, hence impacting their thoughts, emotions, and behaviors (Robinson, Ladd, and Anderson, 2014). Adolescent substance use and misuse has become a public
Understandably, I had some doubt about carrying out this age group’s observation at the UCF Creative School, seeing as how I knew that the oldest kid in the school was about eleven. My backup plan if no volunteers in the proper age range were available or if I felt as if the data I gathered was not sufficient was to observe teenagers at a mall. However, after the first fifteen minutes I was hopeful. Of course, as mentioned before, during the third observational time the volunteer who was nineteen left the area I was allowed to observe in. So I stayed a little later in order to ensure I had the proper amount of time to observer. It was a bit different only being able to observe one person at a time, but I reasoned that it makes sense doing this as their may be a time in my future career as an educator where I will be asked to write a report about a particular student’s behavior for an IEP teacher or parents. During this additional fifteen minutes the class was still outside in the playground. Most of the kids finished their scavenger hunt, however it was very clear that most simply copped or traded answers about where they found certain things. Because of this, the daycare employees in this group decided to walk the kids around and have them explain where they found the items. While the two daycare ladies were doing this, the volunteer collected the sheets and pencils from the
Students who frequently engage in off-task and inappropriate behavior disrupt the classroom and hinder learning for other students (Riley, et.al, 2011). In order to reduce off-task behaviors exhibited by a particular student, it is crucial to determine the function of the behavior by conducting a functional behavioral assessment (FBA). Once the cause of the behavior is found, teachers can take steps to reduce the inappropriate behavior by implanting strategies to decrease their occurrence.
Human beings are naturally defensive and react in certain ways to things such as them feeling that someone is judging them in a way that makes them feel uncomfortable. When it comes to drug users, approaching an addict telling them “You must stop taking drugs!” or “Drugs are going to kill you!” has not and will never work. It is more effective and sensible to approach them by informing them of the dangers of a specific drug to inform them of the potential harms that come along with the abuse of the drug. This is exactly where the policy of Harm Reduction falls into place. “According to the International Harm Reduction Association (2002) harm reduction is described as policies and programs which attempt primarily to reduce the adverse health, social and economic consequences of mood altering substances to individual drug users, their families and communities, without [necessarily] requiring decrease in drug use.(Perez)”
Cognitive Behavioural Therapy (CBT) is one of the most commonly recommended forms of psychotherapy in the westernized world. It is supported by decades of clinical research and endorsed by the leading mental health organizations CBT is a technique that merges the processes of cognitive therapy and behavioural therapy into one form treatment. Cognitive therapy teaches how thinking patterns affect emotional state and behaviour, while behavioural therapy teaches how to change an individual’s learned reactions, which cause can avoidance and anxiety of specific situations. The combination of encouraging awareness and change in irrational and negative thinking patterns in order to alleviate the emotional symptoms in addition to training new behaviour
Even though he was not the most successful on exams I valued that William continued to try and he would seek out help during class. A large summative assessment of this quarter was a lab report about the enthalpy of combustion of alcohols experiment that was carried out in the laboratory. William did well in cooperating with his lab partner to complete the experiment but he did not submit a lab report with the data and evaluation of the results. To be more successful in his science courses William needs to apply more effort outside of the classroom and make sure he completes all of the assessments for the
The class in which the observations took place was a Year One and Two class with twenty six pupils in the class. Adults within the class were the Teacher, one Teaching Assistant with the occasional help of a Special Needs Assistant. Confidentiality is important within the classroom setting therefore to respect the individuals own confidentiality they will be known as Child J throughout this assignment. Child J is a male aged five years and three months. It was decided that the observations of the individual would be about concentration, as the Teacher was concerned that J does not have the ability to concentrate for more than five minutes at a time. The observations will be noted and taken further if it is felt that it will be beneficial to the child’s education.
Mental health refers to the state of individuals psychologically, emotionally and socially. Mental health affects a person’s emotions, feelings, thoughts, and sections when exposed to different situations. Furthermore, mental health is responsible for a person’s reaction to stress and other social conditions. Generally, mental health affects how a person relates to others and their ability to understand and interact with them. Therefore, problems that affect a person’s mental health affect the abilities to socialize, their feelings, moods, reaction to situations. The person experiencing mental health problem may portray different behaviors when confronted with different issues. Mental health issues have several