Curriculum Guides for Academic Interventions

Running head CURRICULUMCurriculum Guides for Academic Interventions Meghan Powell high-minded Canyon University March 27, 2013 Strategies used Student Engagement & Peer-Assisted education (Center for Innovations in Education, 2006) Educational Purpose Student Engagement To keep the student actively engaged bequeath keep them off from having age to behave contrastedly (CISE, 2006). . It will also keep them from wanting to veer away from the educational activity. The key word hither is actively.The goal or target atomic number 18a here is to engage the student actively, meaning we arent just keeping him/her busy, we are talking to them, asking questions, getting them to participate in the educational activity, as well as getting them to want to participate in the activity. retentivity the student with EBD actively engaged through surface an entire activity mess be wear up superstar. Its not easy, but post be done. Peer-Assisted Learning With peer-assisted Learning, the s tudent with EBD proves to be showing high levels of engagement.The goal or objective here is to use peer-assisted learning strategies (PALS) to put together a ref and a coach to practice skills needed to complete the tasks. In many cases, positive effects were shown when using PALS but in some cases, the results were immix (CISE, 2006). Mixed results were found when PALS was used with reading and students with EBD demonstrated that thither were entirely moderate gains in reading achievement, slight improvements for some in time spent attending, and no improvement in inappropriate port during study CISE, 2006). Task AnalysisSurvival compact matching with flashcards The students will go into into class and see their orange folders out on the main tables. They receive their orange folders have their indoor, outdoor, and workplace pick signs in them. We will break down with the outdoor signs. The game we usually play is where the students original lay out all of their cards o n the table keeping them separate from new(prenominal) students cards. The bordering thing we do is the instructor holds up one card at a time. The students have to say which sign it is and then find the corresponding sign in their pile of flashcards.Whoever is the first one to find the card gets to put a tally record up by their name on the board. Whoever has the virtually tally tag gets to pick out of the treasure box after the game is over. We will do this with the indoor and workplace signs too. The tally mansions start over with each change in signs indoor-outdoor-workplace. This task is great because you get the students interacting with their movements, their words, and it keeps them from thinking about inappropriate behaviors.This is also great for when a student cant find the sign, another student helps them locate it. Sign lyric with flashcards We will do this with all of the students sitting around the large table. The instructor has a big pile of laminated pict ures with a picture of someone subscribe the picture. The teacher will hold one up at a time while the students sign what it is. Some students are taking a little bit longer to learn them than other students are so there is a lot of peer-assistance going on in this activity.The teacher will go through the whole pile and keep the ones where most students showed difficulty, to the side so those will be the focus for next time. This kind activity again, gets the students moving, and checking with each other to make sure they are doing the remunerate sign. The kinesthetic learning keeps students with EBD too occupied to think about inappropriate behavior. With the teacher responding correctly to the students actions is key (Yell, Meadows, Drasgow, & Shriner pg. 325, 2009).Possible Interventions We try to stay away from a reactive management style but sometimes things dont go as planned. Rules need to be set repair away in order for students to follow them and stay actively engaged. If there are ground rules set in place in the startle and students are held to high expectations of following those rules, there should be no problem. just sometimes, there still is. If you have to change or stop the behavior after it has already started, make sure you and the other students stay safe. take a shit the other students out of the room or in nother area where they cannot be harmed if this is the case. Talk calmly with the student who is acting inappropriately and ask them what they are feeling and how we can make it better. Once the student has calmed down and the surroundings is safe again, the other students may come back in. Giving them set and time to cool down is a great idea. Student estimation Procedures To assess the students with the two flashcard tasks, keep a little notepad with you and mark down who seems to be getting all of the survival signs and sign speech movements and which ones are struggling with what.This would be a great thing for a paraprof essional to do. Data collection is key information on what to teach the students next and who can move on or not. For the students who are having a harder time, with the survival signs especially, they may need to have a little bit of one on one time either with the teacher or with a paraprofessional to get a more focused work session in. sometimes the struggling student does better in a one on one setting and sometimes students prosper in a collection setting. Without trying both, we will never know how they like to learn.References Center for Innovations in Education (CISE) (2006). Teaching Reading to Students with Emotional behavioral Disorders. Students with Reading and Behavioral Needs. Retrieved on March 26, 2013 from http//www. studentprogress. org/doc/ReadingandEmotionalBehavioralDisorders. pdf Yell, Mitchell L. , Meadows, Nancy B. , Drasgow, Erik, Shriner, James G. (2009). Evidenced-Based Practices for Educating Students with Emotional and Behavioral Disorders. Chapters 1 4 & 16. Pearson Education, Inc.