ST+NIKKI

__ Disability Review: Shaken Baby Syndrome __ 12/02/09 *NOTE: In September I subbed in a preschool classroom and met a student new to our center. Her teacher informed me that this student had cerebral palsy and went on to tell me some accommodations I would need to make for her. I later told the learning specialist that I would like to observe this student for my SPEN 201 class. She told me that the child’s cerebral palsy was caused because she was shaken as a baby. I was angered and saddened because though this child was quite independent; she clearly had some disabilities that were caused by a parent’s lack of control. I was also surprised to learn that cerebral palsy could be caused from being shaken and I wanted to learn more about this subject. __ Definition __ Considered a form of child abuse, it’s when a parent/caregiver vigorously shakes a baby, usually out of frustration due to their crying. Though any body part may become injured, the brain is mostly affected. This is due to the fact that the baby’s head rotates uncontrollably since the neck provides little support. The brain moves within the skull causing bruises and ruptured blood vessels, this can lead to severe disabilities granted the child survives. __ Causes and Prevalence __ The cause of shaken baby syndrome was discussed in the definition above. It is more likely to happen in high stress environments and with caregivers who are easily frustrated and unsure of how to care for infants. The best thing to do is walk away when one feels overwhelmed by a crying baby. It is good to plan ahead for what to do when one becomes frustrated. Other tips include: not holding a child during an argument; avoid disciplining a child when angry; if one feels himself becoming short tempered and/or losing control with a baby, ask a friend or family member for assistance. __ Characteristics __ Various less severe cases may not be detected by medical professionals, thus the child may never be diagnosed. In more severe cases death or severe neurological damage can occur. Initially, common symptoms include: lethargy; vomiting for no apparent reason; no smiling or vocalization; difficulty breathing; seizures; inability to lift head; inability of eyes to focus or track movement. In some cases, a baby may eventually develop one or more of these problems. In other cases, a problem may not be detected until the child enters the school system. Children who survive may have partial or total blindness; hearing loss; seizures; developmental delays; speech and learning difficulties; problems with memory and attention; and cerebral palsy.

__ Assistive Technology Ideas __ There is a wealth of products available, more so for older children, such as calculators, augmentative communication devices, computer and accompanying software toys and games. The best product(s) to use would depend on the severity of the injury caused by Shaken Baby Syndrome, (SBS). Assistivetech.com offers a speech generating device, the Tobii C8 which turns text and symbols into speech. The Tobii C12 comes with optional eye control. Abilityhub.com offers the Watch Minder, a watch with timed alarms that give written messages such as ‘call home’, ‘pay attention’, and ‘do teeth’. The Ironman Data Link USB is a watch with a personal organizer, auditory alerts and text messages. In cases where a child has gone blind, there are products that convert print to audible. There are computers that can create hard copies in Braille. There are assistive listening devices that override extraneous background noises to enhance the student’s ability to communicate. __ Inclusion Ideas __ Again, the extent of inclusion would be determined by the severity of the disability. As with any other disability, the goal is to include the child in a general education classroom with modifications and differentiations as needed. If need be, the child may be pulled from the GE class for certain periods of time to learn with a Special Education teacher. As a last resort the child may need to be in a separate room for students with special needs or placed in a residential treatment facility. __ Support __ Several support groups across the country as well as suggestions for overcoming Post Traumatic Stress Disorder, (PTSD, a disorder that affects many family members of victims of SBS). One suggestion is reviewing the details of the traumatic event to help the person integrate the traumatic memory. Another suggestion is Eye Movement Desensitization and Reprocessing. The goal for treating PTSD is not to forget what happened, but to learn to live with what happened and live productive, content lives despite it. __ Resources __ [|www.kidshealth.org] [|www.medicinenet.com] [|www.calmacryingbaby.com] [|www.dontshake.org] [|www.assistivetech.com] [|www.abilityhub.com]

11/24/09 = = =Think of some of the children you have encountered that you suspect of having a disability. Pick two particular children and answer the following questions: · Identify and define the characteristics of students. = //Child #1, whom I'll refer to as ''Happy Feet" or HF, is a seven year old boy who came to my class in September when all of the classes change. I noticed right away that he asked a lot of 'difficult to answer questions'. For example, he was watching me and a few students playing Monopoly and he asked 'Why is the jail right there?' I said 'Because that is how the game was made and that's where the people who made it wanted it to be.' Then he asked 'That's where they wanted it?' and he was very persistent in getting an answer. That was another thing I noticed, that when he asked a question, even if you were in the middle of a conversation with someone else, he had to be answered immediately, there was always an urgency in his voice.// = = = · Explain why you suspected or knew of the disability = //In the fall when students move to a new class it is common practice for teachers at Children's Village to speak to some of their students' former teachers if there are questions about their behavior. I happened to light heartedly mention to Michelle, HF's teacher the year before, that I was trying to get used to all of his questions and she said 'You know he has Asperger's right?' In shock I answered no and wondered why noone in our admin. offices had informed me. She went on to explain some of the characteristics of Asperger's Syndrome and particularly some things I may see HF do.// = Describe any supports and additional help that this child needed = //One of the characteristics of Asperger's is that the child will focus on doing one particular thing over and over. HF is an excellent artist and at the beginning of the year he would draw Mario from Mario Brothers over and over again. I had since spoken to the learning specialist and she told me to try to encourage him to draw something else related to Mario Brothers and get him to expand. I asked him if he could draw the turtle that is in the game, which he did perfectly. Now he is drawing birds. I have also been encouraging group play with him as he is content to be alone. Children with Asperger's have a hard time reading social cues and it is easy for them to play alone or be ostracized by others. The children in the class seem to like him and it is more about him taking the initiative to become involved in group play. He has come a long way in only two months and I look forward to seeing how else he will grow.// //I also have to make eye contact when speaking to him because he can 'zone out' at times. I'll have gone through directions on a lesson and when it's time to do it sometimes he'll say 'I don't know what to do.'//

= · Describe successful instructional practices for students with this student (eating, drinking independently, reading etc... = = (see above answer) = //The learning specialist has worked with HF since he was in the toddler room. She mentioned that his language has improved over the years as he initially had delays. She noted his increase in peer play as well.// = = //Child #2 will be referred to as Glee. She is three years old and began attending CV about five weeks ago.// //She was placed in a toddler room with nine other students. She smiles a lot and enjoys cutting paper and is very good at it.// = ·  Explain why you suspected or knew of the disability. = //Glee does not speak very much and when she does, it is usually one word utterances with a smile and fanfare, like how a one or two year old talks like everything is exciting. Her arm has a constant bruise where she sucks/bites it. She also has 'melt downs'// //and it is difficult to console her//. = · Describe any supports and additional help that this child needed = //As stated before, Glee recently began attending CV and will be observed soon by the specialist, (if she hasn't already). I know that her teachers keep a constant eye on her to keep her from biting her arm. They also try to make eye contact and talk calmly with her when she gets highly upset.//
 * = Identify and define the characteristics of students . =

== · Describe successful instructional practices for students with this student (eating, drinking independently, reading etc... == //As stated before she is in the beginning stages of getting help. She has to be observed by our specialist before getting referred out, therefore she hasn't been diagnosed with anything. Again, she is great at cutting paper and she has a happy disposition. She is also a willing participant in a variety of classroom activities.//

= Chapter 9 = 11/14/09 = Activity 1 = =Carlyn= =Click on the link below to watch the video //Mental Retardation//. After watching the video, answer the following questions. [|Mental Retardation]. What are Carlyn's strengths and weaknesses? = =//__Strengths__ - She has supportive parents and two siblings that love her and love spending time playin with her. She interacts with classmates and learns through observing them. Her mother and teacher have a teamwork mentality when it comes to the well being of Carlyn.// //__Weaknesses__ - She needs some assistance with walking. Her speech skills are delayed and she eats very small amounts of food.//=

=What areas are Carlyn's teachers working on with her?= //They are working to increase her food and drink intake. They are working to increase her fine motor skills by using activities such as putting pegs in holes; putting things in containers; categorizing and differentiating shapes.// =What progress has Carlyn made, and what is her prognosis for the future? //Carlyn does well in her integrated least restrictive environment. She talks more, using sounds. She has increased the number of unassisted steps she takes.// //Carlyn will remain in her current program for two more years until she is// //five years old. Then hopefully she will move on to an integrated kindergarden with services provided if she needs them.//= = = = Activity 4 =

Star
=Click on the link below to watch the video //Who is Star?// After watching the video, answer the following questions.= What are Star's communication skills? //Star speaks verbally, though her speech is not clear. She uses hand motions as well to refer to words. She also points to objects instead of speaking. She also uses sign language. According to the teacher, she is able to create sentences to articulate her wants and needs.// = What are Star's other needs in the classroom? How do the teachers address them? = = //It is apparent that Star needs speech therapy. She also needs to articulate words more instead of or in addition to the hand motions. She also needs to elaborate and make complete sentences as she presently mostly uses one word utterances. According to the teacher she also needs more gross motor activities. In order to address these issues, the teachers ask Star open-ended questions, such as 'What happens in Spring?'. They also use visual aids when teaching and give sound cues to help prompt her to answer questions, i.e. making the "s" sound after asking her, 'What comes after Spring?'// = = What are Star's strengths? How do the teachers address them? = =//In observing her in the video I noticed that she seems happy as she smiled during most of the segment. She also seemed to be doing some sort of string/beading activity. She also used a lot of sign language. She also likes using the monkey bars, which is not an easy feat for all children. According to her teachers, Star is attentive and she loves to learn and sing. The teachers relate ideas to songs in order to teach her since she loves to sing. She also signs along with the song. The teacher also states that she has improved since the beginning of the year.//= = Activity 5 =

Skill Acquisition
Click on the link below to view the artifact //Steps to Skill Acquisition//. After analyzing the artifact, answer the following questions. Steps to Skill Acquisition

What are the four components of skills mastery? 1. __Acquisition of a skill__- Students with learning difficulties will learn in a small group setting with a specific teacher prompt specifically. 2. __Fluency__- Subskills should be practiced to improve fluency in a skill. The goal is for a task to be completed from start to finish without stopping or a need for cueing. 3. __Maintenance of a skill__- Frequent practice gives way to less practice to create longer time for recall and increase retention time. 4. __Generalization of a skill__- This can occur after maintenance or simultaneosly with maintenance. The skill is performed at an automatic leve. It will occur with a variety of changes in cues when works are presented. What is generalization of a skill? When a skill is maintained over time and fluency in the skill is developed.

What changes can be made to a skill or activity to promote generalization? __Format change__ - format of skill is varied __Prompt change__ - directions vary in detail __Context change__ - skill practice is presented in another form __Environment change__ - maintenance practice occurs in other places __Level of fun change__ - practice can be made into a game __Feedback Change from others to self__ - self monitoring and cueing strategies are used. Additional Resources =Chapter 8= 11/11/09

Activity 1

Jake
Click on the link below to read the case study //He's Just a Goofy Guy//. After reading the case study, answer the following questions. He's Just a Goofy Guy

Jake has a variety of behaviors that seem to indicate he has AD/HD. What behaviors does Jake exhibit that would be considered hyperactive-impulsive? //Fidgets in his seat; speaks aloud to himself; makes random movements//

Which of Jake's behaviors seem to be the inattentive type? //According to Betty, he doesn't begin his work on time//

What are Jake's strengths? //He's energetic; liked by his classmates; excels academically in a general education classroom; has Sharon as an advocate; seems friendly; reads well.//

Types of AD/HD
Click on the link below to read the case study //Encouraging Appropriate Behavior//. After reading the case study, answer the following questions. Encouraging Appropriate Behavior

What behaviors does Sam exhibit? Which type of AD/HD do these behaviors probably indicate? //Sam's assignments are done haphazardly; he makes a lot of errors and overlooks information on assignments; during independent work, he reads books and magazines, draws, daydreams, talks to neighbors. These behaviors indicate attention deficit disorder, predominately inattentive type.//

What behaviors does Heather exhibit? Which type of AD/HD do these behaviors probably indicate? //Heather calls out during lessons, speaks over others during discussions, talks to neighbors during individual group work. I think this indicates predominately hyperactive-impulsive type.//

What behaviors does Patrick exhibit? Which type of AD/HD do these behaviors probably indicate? //Patrick calls out during class and gives unrelated and inappropriate information. He is key in causing disruptions in the classroom. His classmates say he does not stop talking. I believe this indicates the predominately hyperacti//ve-//impulsive type.//

Eric's Behavior
Click on the link below to watch the video //ADHD//. After watching the video, answer the following questions. [|ADHD]

What behaviors did Eric exhibit during his psychological evaluation? //He was extremely hyperactive and severely oppositional. It was hard to get him to complete tasks as he insisted on not performing and would walk away. He would also jump up from the table.//

What possible biological influences on Eric's behavior does Dr. Goldsmith discuss? //He believes chemical or neurological disturbances// //help drive// //Eric//.

What environmental influences on Eric's behavior does Dr. Goldsmith discuss? //Social factors affect his life, such as being conflicted about his parents' separation.// = =

=

= =10/31/09 CHAPTER 7=

WORK ON DISABILITY PROJECT = = = = =October 24, 2009 MIDTERM=

=chapter 6 = = Activity 4 = Building Teaching Skills and Dispositions

Facilitative Language
At times, it appears that teachers and therapists rely on games and play when working with children. In this video, the teacher is using facilitative language during a play activity. After watching the video, complete the following questions and think about the importance of play in teaching language skills. [|Diana's Language Sample]

What examples of facilitative language do you see in this video? //I saw event casts, expansions and recasts.//

In the video, it appears that the teacher is playing with Diana. Why would the teacher play with Diana, and how does this help Diana's language? //I would think this is done for many reasons. I think playing would put most children at ease because that's what they like to do. With the child more at ease this way, the teacher can get a more 'natural' language sample//. //This is an opportunity for a lot of dialogue to go back and forth between Diana and the teacher. This helps Diana because the teacher is able to use different facilitative language techniques to expand Diana' s language.//

What kinds of natural teaching and learning opportunities is the teacher using? Give examples from the video.

//The teacher uses association, by Diana saying 'backpacks'' the teacher is able to elaborate and go on to say 'school', 'bus' and 'classroom'. She reinforces the concept of size by emphasizing big and small. She also teaches Diana problem solving skills when she asks 'How does it open?'' and encouraging her to find a smaller person to fit in the car instead of just showing her the one that would fit.//

One of the strategies for successful facilitative language activities is to know the child's goals and objectives. What do you think are some goals for Diana?

//I think one of Diana's goals would be to eventually speak more clearly, articulate. Another would be to form complete sentences.//

What other activities do you think might be used to facilitate speech for Diana?

//Read alouds, singing songs, open questions, redirects, prompted initiations, playtime with peers and teachers, 'natural' events for conversations like lunch time, trips etc.//

ACTIVITY #3

1. What is a graphic organizer and how does it help students?

I//t's a type of advanced organizer that: identifies key concepts and subconcepts; compares and contrasts information and relates cause to effect. Some examples are webs, maps and concept diagrams.//

2. The teacher has part of the graphic organizer marked so students only need to focus or, or become the expert on that particular part of the organizer. How can this help all students in the classroom?

//There is less pressure on the students to learn everything at once. It helps them to learn/reinforce how to use reference books. When they get in homogeneous groups to compare notes with other students who had their topic it helps to confirm and instill what they learned on their assigned topic. It promotes social skills as the students share what they learned with the other students.//

3. How can students use the graphic organizer after the class activity?

//Hopefully the students took notes when the other groups shared what they learned about their assigned topics, then they can use their organizer to study for tests or as a source of information for a research report.//

=chapter 5= = __ PICK TWO ACTIVITIES TO DO IF YOU DO NOT ATTEND THE IEP CLINIC. POST ON YOUR PERSONAL WIKI PAGE. __ = =  = =   Activity 1   =

Bridget
Click on the link below to watch the video //Learning Disabilities//. After watching the video, answer the following questions. [|Learning Disabilities]

1. **How does Bridget view her disability?**

**2.** **How do Bridget's mom and teachers describe Bridget?** **3.** **What do you think Bridget’s education would be like without** ** the supports she has? ** =   Activity 2   =

RTI
Click on the link below to view the simulation //RTI: Reading Instruction//, then answer the following questions. RTI: Reading Instruction

1. **What are the components of RTI?**

2. ** What is differentiated instruction? **   3.   **   How can differentiated instruction be used in other academic areas? **