Week 5 Assignment Analysis

We had a good meeting this week. The end of this term is approaching. You have completed most of final assignments and are ready to prepare for your final exams. These next two weeks look less busy. So, I would like to encourage you to use this time to work on your portfolio and resume and get ready to apply for jobs. Dr. Tan has some information about jobs tat you can apply for. Meet with her to have this information on hand.

There is a statistical difference in the current level of democracy between North and South Africa.

The BASC – 2 Behavioral and Emotional Screening System - BASC-2 BESS (2007) is a mental health screener used to assess behavioral, emotional strength and weaknesses in children and adolescents, ages 3-18. The assessment was developed by Randy Kamphaus and Cecil R. Reynolds (2007); Published by Pearson, Cost: $60. The test is designed to provide a triangulated view of a child’s behavioral, emotional functioning, adaptive and maladaptive skills by using a cross informant strategy (BASC-2 BESC; Reynolds & Kamphaus, 2007). Teachers, Students, and Parents are equally considered when the screening is administered so a sensitive prediction of child and adolescents future behavioral and emotional functioning can be assessed.

It has been 26 long years since I graduated from high school and attended East Carolina University for one brief semester. I’m Kathleen Martin and I live in Richmond, VA. To Trey, 22 and Charlie, 20 I’m Mom; to my Dad I’m still Kathleen but to my friends, co-workers and the rest of my family I’m Kat and to my boyfriend I’m Tak, yes Kat backwards. Don’t ask, he’s silly that way! I was married 21 years to my high school sweetheart, we had two great kids but we grew apart. I put my education on hold to have my family. So, now that my children are grown and it’s just two of us at home I can focus on me. Why am I here, you ask? My oldest son is a heroin addict. No, I’m not ashamed. I am sad for him, his girlfriend and our family. Mostly

In this paper you will find several strategies the classroom teachers can use and implement in the classroom with their students who suffer from emotional and behavioral disorders. Selected interventions will provide information with the activities and assessments that will be used to help the teacher implement these procedures to help the students to become stronger socially, with cognitive and behavioral and emotional needs for our EBD students.

Combined, these studies affirm the validity of DIBELS for all students, including ELLs and students identified as having emotional and behavior disorders.

conduct to meet the expectations of the classroom. However, “ ...findings expound on the fact that there is an increase in the number of mainstreamed students who are diagnosed with emotional behavior disorders (EBD) and that teachers are not always trained to deal

Positive behavioral interventions and supports, also known as PBIS, has gone through several developments over the years. According to Sugai and Simonsen (2012), in the 1980's it was decided that there was a need for a system that would better implement and document behavioral interventions for students who have a variety of behavioral disorders (BD). In the 1990's it was added to the reauthorized Individuals with Disabilities Act.

To complete a Functional Behavior Assessment (FBA) and Behavioral Intervention Plan (BIP) I collected data through observations, conducted a Lewis Environmental Inventory, interviewed my mentor teacher, and did Functional Assessment Checklist for Teachers and Staff (FACTS). By completing an FBA and BIP I prepared myself for my future career as a teacher, and addressed some best practices for teachers when it comes to behavior management. I’ve learned how you can change student behaviors through things like reinforcements and consequences. How to use strategies for teachers and students to help them succeed academically and socially. In this reflection, I analyze the strengths and drawbacks of creating an FBA/BIP, my own learning in completing

There is a great misconception regarding the term emotional behavioral disability. Many people think of this disorder as nightmare scenarios where students with learning or behavioral disabilities act upon their thoughts or ideas, causing violence and even injury to others and/or themselves. However, studies have shown that students with EBD are more prone to suffer from abuse and violence, rather than to inflict abuse or be violent themselves. Still, disciplining students, and more specifically, those who suffer from serious or chronic behavioral disorders, tends to be a challenge for both educators and parents. When a student has been diagnosed with emotional behavioral disability, it is necessary to find a balance between the needs of

At this level, an area of growth attained through an internship at the power camp was how to optimize time, be a motivator to coworkers, set goals for others, and foster relationship with staffs. However, I have an opportunity to work alongside with the director of student services. In addition, I was a mentor for Morning Prayer and Bible study, and devotion leader on a daily basis thereby upholding staffs and students’ solidarity. I achieved a unique proficiency in practical experience on how to update each staff on the behaviors of the students and prepare a report on the vendor distributions. On the other hand, I mastered as a motivator, it is beneficial to listen more to the ideas of other employees, and to speak less. Also, advanced in benefit to inspire people to contribute their best to the improvement of the organization and as well compliment them for their achievements.

In this next section, the three selected tests will be reviewed for their "appropriateness of test content, skills tested, and content coverage for the intended purpose of testing," (Code, 2004, p. 5, See #2). ASEBA 's behavior checklist and self-reports contains DSM-Oriented, syndrome, competence, and adaptive functioning scales that target specific behavior, thought, emotions, and social interactions, (Lacalle et al, 2012). As a result, this test can provide appropriate behavioral treatment plans. When Lacelle, Ezpeleta, and Doménech evaluated this test,

Initially I felt confident approaching question 16, because I enjoy interpreting data and using algorithms to determine median. However, this changed as I had no prior schemes of leaf and stem tables therefore, I struggled to interpret the key 5|2 = 52. Eventually, I interpreted the key and identified the vertical line as separating the 10s and units and was able to read the table. I applied the key to the table and extracted the relevant mathematical facts (Step 1-2). To confirm I was approaching the question correctly I counted the number of data entries on the table (Step 2).

Emotional and Behavioral Disorder (EDB) students have a reputation when entering a classroom creating a significant challenge for classroom teachers. Throughout the day students with EBD are in different classroom settings with multiple teachers and staff members, which can cause a variety of rules and boundaries. These students often will be classified as aggressive, disruptive, and unfocused. Teachers are often re-teaching, re-telling, or re-focusing EBD students in the classroom to deal with negative behavior. Effective classroom rules are used to promote student accountability in the classroom. Since EBD students have deficits in language, social interactions and communicative skills, these skills need to be first and foremost addressed in a well-designed classroom management guide. By having the guide in place in each of the student’s classrooms provides a routine and structured day which is beneficial.

Students with emotional and behavioral disorder (EBD) exhibit various characteristics relevant to their identified diagnosis. The primary characteristic of students with EBD is problem behaviors are displayed at school, home, community, and other social settings. These problem behaviors are described professionally as externalizing and internalizing behaviors that students with EBD often engage in regularly. Externalizing behaviors are described as acting-out behaviors that are aggressive and/or disruptive that is observable as behaviors directed towards others. Internalizing behaviors are behaviors that are construed as acting-in behaviors such as anxiety, fearfulness, withdrawal, and other indications of an individual's mood or internal