Influence Assessment Results

The Special Education team for learning disabilities will test the student. These students have shown signs of continuous problems with interventions in place. Psychologist, psychiatrist, and any other testing will be conducted with parental consent have evaluated the student. Parents will be mandated to attend all assessment evaluations and the team shall review the findings for referral back to tier two or upgrade student to tier four for special educational services based on educational or problematic behaviors.

Functional behavior assessments are very useful to teachers because they will help to identify reasons for inappropriate behaviors of a student. Not only will the assessment peal back the layers of a student's behavior but it can also reveal how to change the inappropriate behavior. Students with disabilities will have inappropriate behaviors in order to communicate with the teacher and adults involved in their day. These behaviors could appear for something as simple as the disabled students refuses to write down what they were asked to, because they are not able to spell or write a word. Students without disabilities may also behave in an inappropriate way because they may not be able to spell or write a word. The functional behavior assessment will guide a teacher to know what subject or even what part of a subject is challenging to a student.

The Basic2 Benchmark assessment was administered to eleven elementary students with moderate to severe disabilities who are providing educational services in the same classroom. The special education classroom is identified as an upper elementary special day class, indicating that students who are enrolled in this classroom are in grades third through sixth. It is imperative to note that while these students are enrolled in the same program their disabilities and cognitive functioning levels are diverse in nature. The classical data analysis indicated that there was a reliability coefficient of 0.98; although this finding is high, it is imperative to note that the participant number is low, as only eleven students participated in the assessment.

Analyzed below are the two journal articles about special education assessments entitled, Predictors of Assessment Accommodations Use for Students Who are Deaf or Hard of Hearing from the Journal of Educational Research & Policy Studies (Cawthon & WurtzBest, 2010) and A Methodology for Assessing the Functions of Emerging Speech in Children with Developmental Disabilities from the Journal of Applied Behavioral Analysis (Parten, et al, 2005). The analysis revolves around the following areas: nature of research, summary, critique, personnel, future practice, and future research.

The reason we perform an assessment is to launch a baseline. Knowing a child’s baseline is important because it gives professionals something to measure up to. According to NAEYC Position Statement states, “To best assess young children’s strengths, progress, and needs, use assessment methods that are developmentally appropriate, culturally and linguistically responsive, tied to children’s daily activities, supported by professional” (NAEYC Summary) It helps identify special needs early, evaluate and monitor the curriculum and most importantly hold the school accountable if things are not done as they are supposed to be. A child who may have hearing/vision impairment or special needs may be identified through assessment. The ultimate purpose of

Given the varying methods used to determine the presence of a specific learning disability, what conclusions might the team draw from the Response to Intervention description and the

In the book Influencer, propinquity is defined as “physical proximity” (2013, p. 267). The text then explains “how it affects our behaviors and relationships” (2013, p. 267). It discusses how the actual distance between colleagues affect not only their ability to work with another but their willingness. The book suggests the “everyone suffers from the negative effects of space and distance” (2013, p. 268). I would agree with this perspective. On our base my job requires me to coordinated vehicle use and maintenance with multiple shops. The more I am able to get out and get come to know the person I am working with, I find they are more willing to work with me. We build a sense of comfort ability and trust with another that allow us to more

Describe with examples the importance of recognising and responding to concerns about children and young people’s development.

The two options for identifying students with disabilities are RTI model and the IQ-Achievement discrepancy model. The RTI model is a multi-tiered approach to identifying students with disabilities. With this approach the amount of students who are identified as having a learning disability has decreased because of the support students receive at different tiers and it eliminates inadequate instruction as the reason for reading problems. Universal screening and high quality teaching is done for all students. Students who show that they need additional help receive tier 1 services where frequency and intensity increases. Students are monitored and receive research based instruction in the general education classroom. Some students may still struggle and have to receive more intensive and frequent service. Those students will receive supplemental support from an educational professional. Tier 3 services are provided to students who still struggle and need even more intensive service. Students may also qualify for special education services. The IQ-Achievement discrepancy model is used to determine if a disability is present. Standardized tests are used to eliminate low intellectual ablity as a determining cause for reading problems. With this model, a professional assess whether there is a discrepancy between a student’s scores on an iq test and scores obtained from areas

The second author to me proves his case better than the first author. He stated his claim and had specific ideas to backup his claim. While the first author also proved his claim, his title does not accord with the point he his trying to make. The second author's title was "Positive Influence Please!". He stated why television doesn't show positiveness and that through imitation children might attempt things that no one would approve of.

The assessment process may have to be adapted to be suitable to the individual learner’s needs such as learning support for those with learning difficulties needs to eventually lead to the same outcome.

This three-tier RTI system is wonderful at the early stages of education because it allows teachers to identify at-risk students and move them through the intervention process. However, in the later stages, it is often too late to evaluate students for learning disabilities as these should have been recognized early on in a child’s education. It should be noted that students at this stage do still need interventions, but in a different format.

The first study deals with the age at which each participant started, the degree of their hearing loss and children’s speech production, language development, and auditory skills that were evaluated when they finished the program. Also, during this study information from the family was taken regarding their view on the time they started early intervention for their child. The first set of results found that the pretest scores of Group one, the youngest children scored the lowest on expressive and receptive language while the oldest group, Group three, scored the highest. On the other hand, when given the posttest, Group one scored higher than Group three. For speech production and auditory discrimination, all groups were at a basic level. At the

The purpose of the WJ III is for planning individual programs and diagnosing individual learning disabilities (Hasinger, 2009). The Woodcock-Johnson III documents and assesses academic skills in children and as well as adults. The Woodcock Johnson III test can be used to determine the needs for special support services for academic fields and examine existence. The severity of one's learning disability can be determined through the WJ III (Ellingsen,

Perhaps the most important of all the steps of the six stages of influence is Personal Motivation (Grenny, Patterson, Maxfield, McMillan&Switzler, 2013). “If you don’t deal with personal motivation, your influence plan will fail” (Grenny et al., 2013). If a leader needs employees to perform vital behaviors that are not “intrinsically pleasurable” to them he/she is presented with the challenge of finding ways to motivate them against what is natural to them. The authors employ four tactics to accomplish this daunting task of “helping people to love what they hate”: 1) Allow for choice 2) Create direct experiences 3) Tell meaningful stories 4) Make it a game (Grenny et al., 2013). The key tactic is allow for choice. If the employee makes the decision to change a behavior on their own it is more likely that he/she will begin to make that changed behavior a habit.