INDIVIDUALIZE AND PERSONALIZE, QPIS

Seth Lachowitzer, E/BD Methods, Sped 478

“Mendler chapter 3 page 7 provides two great strategies”

Two strategies that will be utilized to prevent an emotional crisis

It is easier to run a school of conformists than a school of individuals, but conformists, by definition, can never be themselves: by David Gribble

As adults we need to treat students with respect and dignity

One of the aspects of good teaching is good listening: by David Gribble

All students have basic needs to belong

Attention Deficit Hyperactivity Disorder

Generalized Anxiety Disorder

Post-Traumatic Stress Disorder

Disorders:

According to the National Institute of Mental Health (NIMH) “Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood disorders and can continue through adolescence and adulthood.

Signs/Symptoms: Easily distracted Miss details Forget things Frequently switch from one activity to another Have difficulty focusing on one thing Become bored with a task after only a few minutes Have difficulty focusing attention on organizing and completing a task or learning something new Have trouble completing or turning in homework assignments, often losing things

Attention Deficit Hyperactivity Disorder

Classroom InterventionStrategies

Pause and create suspense by looking around before asking questions. Randomly pick students so the children cannot time their attention. Signal that someone is going to have to answer a question about what is being

said. Use the child’s name in a question or in the material being covered. Ask a simple question (not even related to the topic at hand) to a child whose

attention is beginning to wander. Develop a private running joke between you and the child that can be invoked

to re-involve you with the child. Stand close to an inattentive child and touch him or her on the shoulder as you

are teaching. Walk around the classroom as the lesson is progressing and tap the place in the

child’s book that is currently being read or discussed. Decrease the length of assignments or lessons

“People with anxiety disorders feel extremely fearful and unsure. Most people feel anxious about something for a short time now and again, but people with anxiety disorders feel this way most of the time. Their fears

and worries make it hard for them to do everyday tasks” (NIMH)

Signs/Symptoms: Worry about everyday things for at least six months, know that they worry much more than they should Cannot relax Have a hard time concentrating Easily startled Have trouble falling asleep or staying asleep Headaches, muscle tension and aches Trembling or twitching Being irritable

Generalized Anxiety Disorder

Classroom Intervention Strategies

Reassure the student Welcome the students opinions/ideas Avoid harsh remarks, especially when grading papers Keep in contact with the student Find out what their interests are and develop a relationship Place the student with peers that have a positive attitude Find out what increases the students level of anxiety

Children of all ages handle traumatic situations differently. Some children show signs of sadness and anger while others may keep their reactions

bottled up like a volcano just waiting to explode

Signs/Symptoms: Isolate themselves Become quiet around friends, family, and teachers Have nightmares or other sleep problems Become irritable or disruptive Have outbursts of anger Start fights Unable to concentrate Refuse to go to school

Post-Traumatic Stress Disorder

Classroom InterventionStrategies

Establish a positive relationship Reassure the student that you are their to help Plan a meeting with the student/parents Contact the school psychologist Allow more time for work to be completed if needed Be flexible when dealing with classroom participation

Myers, Robert (Editor).  (December 18, 1999)  Helping Your Child Develop Self-Esteem, Child Development Institute [Online] Available: http://www.childdevelopmentinfo.com/self_esteem.htm  [1999, December 19]NIMH. Retrieved July 21, 2009, from Attention Deficit Hyper Activity Disorder Web site: http://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml Gullotta, Thomas (2005). Handbook of adolescent behavioral problems : evidence-based approaches to prevention and treatment . NewYork NewYork: Springer. Minskoff, Esther (2003). Academic success strategies for adolescents with learning disabilities and ADHD . Baltimore, Md: P.H. Brookes.

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