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Use of a Computer-Based Social Skills Intervention, Adventures Aboard the S.S. GRIN, to Improve Appropriate Vocalizations, With an Elementary Student With Autism.
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The purpose of this project was to evaluate the effects of a computer-based social skills intervention, called The Adventures Aboard the S.S. GRIN, on decreasing an eleven-year-old male with autism’s yelling behaviors and increasing his use of socially appropriate words to express needs and wants. These behaviors were rated daily with an Individual Behavior Rating Scale Tool (IBRST). The computer program, Adventures Aboard the S.S. GRIN was used to present lessons and role-play scenarios, in which the student chose the best option for the character to respond. Core skills were addressed, including respect, self-management, responsibility, communication, self-awareness, friendship, corporation, and emotional regulation. Quizzes given at the end of each lesson were rated Emerging, Improving, or Proficient. This intervention was used 2-3 days a week for 20 minutes. The results of the S.S. GRIN intervention showed some progress with a slight decrease in the target behaviors throughout the intervention period, as rated on the IBRST. Results on the core skill quiz showed 7 out of 8 skills as Improving
Using Cognitive Behavioral Therapy to treat anxiety in a school-based setting
Get PDFAnxiety disorders are the most common disorder found among all school-aged children. Adults working in the education field need to be made aware of symptoms and treatments for their students when they’re having these heightened feelings of anxiety. According to Hirshfeld-Becker et al. (2010), research has shown that cognitive behavioral therapy is the most commonly implemented and effective source of therapy. It has also been shown to be the most clinically effective way to intervene and decrease anxiety disorders among children as young as four (Hirshfeld-Becker et al., 2010). This literature review examines the prevalence of anxiety among school-aged children and the most effective way to treat anxiety disorders within a school-based setting. In doing so, we are investigating the effectiveness of cognitive behavioral therapy intervention and prevention programs and their effectiveness in schools to treat elevated levels of anxiety disorders among school-aged students. Another aspect of research conducted by Haugland et al. (2017), shows certain barriers seen when implementing cognitive behavioral therapy in schools and the importance of multicultural considerations. With all the information considered, this literature review also develops a group manual, which will be used with Elementary and early Middle school-aged students (8-12 years old) experiencing anxiety. The group manual is called “My Worries Workshop” and it is an 8-week school-based Cognitive Behavioral Therapy (CBT) program designed to help students overcome their anxiety. Through a multitude of group discussions, activities, and homework, this group manual will help these students process their anxiety and change the way they think about it through a process called cognitive restructuring
Family Engagement in Schools: Family Engagement Guide
Get PDFFamily engagement in schools has been looked at and researched for many years. It has been shown that increased family engagement in schools leads to higher student achievement (Epstein and Voorhis, 2010). Family engagement literature explains engagement can be increased, the benefits, common barriers, and implications for schools (Dikkers, 2013). It continues to be researched to look at multiple ways engagement can be effective for students, families, and communities. Increased family engagement in education positively affects student performance and overall experience (Epstein, 1987). As such, it is important for schools to have a program in place to encourage and enable family involvement. A planning guide can be used to provide a step-by-step guide on creating educational and fun events for families. These events can be tailored to the needs of the school and community, as well as the interests of the families. This planning guide can provide the foundation for successful family engagement initiatives. Through these initiatives, schools can create a greater connection between the students, their families, and the school. This connection can help foster a better overall educational experience for everyone involved
The Effect of Student Agency in a Kindergarten Classroom
Get PDFBy providing opportunities for students to practice agency in the learning environment, students can make decisions and choices in their learning that will allow them to be motivated and take ownership over their own learning. This mixed methods research study examined the effectiveness of fostering student agency in a kindergarten classroom by comparing the surveys, interviews, and performance results of two groups of students within one classroom. The first group of students were given a choice in what literacy activities they completed and the length of time it took to complete them. The second group of students were given explicit directions from the teacher on which activities needed to be completed and the order to complete them in. Students completed surveys and interviews used to examine their lived experiences. In addition, they were individually assessed in naming letter sounds to show their growth in literacy skills throughout the study. This data was analyzed to determine whether providing students with choice in their learning can increase student motivation and success
Mental Health Counseling Advocacy in K-12 Special Education A Training and Resource Manual for Mental Health Counselors
Get PDFThis literature review is an examination of effective strategies for clinical mental health counselors to participate within the special education process on behalf of their clients. Mental health disorders among children are on the rise (Osagiede et al., 2018). Within special education, schools are seeing more children requiring social/emotional and behavioral services. When a student is referred by either guardians or school staff for special education services, an initial evaluation is completed (Berger et al., 2022). This is often a cumbersome process that may be overwhelming and confusing for families to navigate (Hott et al., 2015) If a student qualifies for services, an Individualized Education Program (IEP) is written that includes the student’s diagnosis, services, accommodations/modifications, goals, and oftentimes an accompanying Behavior Intervention Plan (BIP) or Positive Behavior Support Plan (PBSP) (Walker et al., 2016). The special education process is a unique opportunity for mental health counselors to serve as advocates for their clients and client’s guardians (Hott et al., 2015) Counselors have expertise about their clients\u27 mental health, strengths, and barriers to success. They can also administer and interpret a variety of assessments (Scott & Cooper, 2017). These skills make mental health counselors allies to the special education process in schools
The Effects of Orthographic Mapping in Student Spelling Performance
Get PDFThe ability to accurately and automatically spell words shows a deep understanding of phonemes, graphemes, phonological context, morphology, and an understanding of language of origin. One approach to spelling instruction is through the explicit teaching of grapheme-phoneme correspondences. This 2023 study focused on the impact of orthographic mapping on student spelling performance of third grade students. Students completed a spelling pre-assessment. Then, students received orthographic mapping spelling instruction using sound boxes. At the conclusion of the study, students completed a spelling post-assessment. Student data was analyzed to gauge the effectiveness of orthographic mapping as a method of spelling instruction
EXPLORING THE ASSOCIATION OF STUDENT-TEACHER RELATIONSHIPS AND MATHEMATICS TEACHING STYLES WITH STAR RENAISSANCE MATHEMATICS SCORES IN A GROUP OF MIDDLE SCHOOL STUDENTS AT A MIDWESTERN SCHOOL.
Get PDFThis study aimed to explore the relationship between middle school students’ perceived student-teacher relationships, students’ perceived mathematics teachers’ teaching styles, and middle school students’ Fall benchmark Star Renaissance mathematics assessment scores at a Midwest public school. The positivist paradigm served as a lens to formulate this cross-sectional correlational study. A Qualtrics questionnaire was developed and contained the Student Version of The Teacher-Student Relationship Inventory (S-TSRI), an adapted version of The Teaching Styles Inventory, and a selection of demographic variables (e.g., grade level, gender, family structure). The Star Renaissance mathematics assessment Fall 2022 benchmark was introduced to the database after collection of data from participants was completed. A census recruitment methodology was utilized and 94 students in 6th, 7th, and 8th grades participated. Descriptive statistics and Spearman Correlation were used to address the study’s research questions and test the null hypothesis. The findings indicated no correlations between students’ perceived student-teacher relationships, students’ perceived mathematics teachers’ teaching styles, and students’ Star mathematics scores. There were statistically significant strong positive correlations between the students’ self-appraised feelings about mathematics and their confidence about their mathematics skills and students’ Star mathematics scores. Additional correlations were observed through disaggregation of data by grade level and gender. Teachers must remain cognizant regarding the power of the mathematics narrative in the classroom; these narratives should be optimistic, encouraging, and carrying positive messages regarding students\u27 performance to contribute to (or counter) the students\u27 internal narratives about mathematics
Addressing Self-Esteem: A Counseling Group Manual for Upper Elementary Students
Get PDFAn individual’s self-esteem is the lens through which that person views themselves in all aspects of their life. Self-esteem is present throughout the lifespan but generally fluctuates and is impacted by various internal and external factors. The self-esteem of children and adolescents, however, is especially critical because it sets the foundation for self-esteem throughout adulthood and is related to both positive and negative life outcomes. Counseling interventions from Cognitive Behavioral Therapy, positive psychology and mindfulness have been shown to be effective for improving self-esteem in this population (Zhong et al., 2021; Su & Swank, 2019; Larking & Thyer, 1999; Wisner et al., 2010; Marshall et al., 2013; Liu et al., 2021; Owens & Patterson, 2013; German, 2013). The Elementary Students Self-Esteem Group discussed in this paper strives to increase the self-esteem of group members by utilizing a combination of psychoeducation, positive psychology, mindfulness, and Cognitive Behavioral Therapy techniques. This group curriculum is 8 weeks in length with each session taking place during the school day for 30 minutes. Psychoeducation at the start of the group will help students understand what self-esteem is, what impacts self-esteem and examining their own self-esteem. Subsequent sessions use various interventions to help challenge negative self-concepts, positively reframe thoughts and behaviors relating to self-esteem and pinpoint unique characteristics that students like about themselves. Other interventions that will be addressed include social skills development and emotion regulation
Impact of Brain Breaks on Student Engagement in an Upper Elementary Classroom
Get PDFEducators are constantly looking for ways to increase student engagement. Due to limited attention spans in students and the academic stress that is placed on them, students often become disengaged and distracted after extended periods of academic related tasks. Brain breaks, or short periods of movement or relaxation to break up academic tasks, can improve student engagement and focus. One specific benefit was improved focus, which has a positive impact on time-on-task behavior (Cline, et al., 2021). This study will concentrate on three different types of brain breaks; physical brain breaks that involve student movement, mindfulness brain breaks that involve breathing and relaxation, and a combination brain break where a quick movement break is followed by a breathing component. Following each brain break, the researchers will track the number of redirections required to bring focus back to the academic task. Students will also complete a reflection for the researchers to identify if students enjoyed each type of break and if they felt it helped them refocus. It will be explored if there is a difference in student engagement following each type of break and if a specific type of break is more highly enjoyed by the students. The goal is to find a classification of breaks that are both effective and enjoyable for the students
Transition Time Affecting Instruction Time in Middle School Classrooms
Get PDFThis 2023 study focuses on how transition time affects instruction time in middle school students. The study will work to find the best and most efficient ways to transition from one activity to another. Transitioning takes up valuable class time that could otherwise be used in academic related studies. The researcher will time students using a stopwatch during transitions and collect data on which interventions work best during transitional periods. The research takes place in a North Dakota school, specifically eighty-three 6th grade students who are in the researcher’s general education Language Arts classroom. The students will be asked to partake in their daily lessons in the classroom and transition from one activity to another. This may include whole group to small group, individual work, conference with the teacher, or entering and exiting the classroom