Date: October 14, 2015
Assessor: Suhail Aponte
KFI is a fifteen years old female residing with her biological mother in ¬¬¬-_______________, CT. KFI has been diagnosed with several mental health problems at an early age. Parent reported that several neuropsychological testing was completed at approximately age 8. Results of the neuropsychological testing indicated the severity of KFI’s Axis I diagnoses. Further testing indicated that KFI suffers from hallucination caused by an imbalance in her brain and excessive serotonin.
KFI is a student at CCMC School, a private special education facility since January 2010. Her current program includes individual counseling, one hour per …show more content…
KFI suffers from fatigue due to broken sleep that results in her having a poor attention span.
The ABLLS (Assessment of Basic Language and Learning Skills) was completed with KFI during July, 1-September 30, 2015 through our therapist’s session. . The ABLLS is an assessment tool that assists the instructor to direct instruction to improve skills. ABLLS is a very comprehensive tool that reviews 25 skills areas.
ABLLS uses a rubric like system to assess KFI’s skills level through out various assessments. Specifically, the ABLLS concentrates in the following areas: cooperation, visual performance, receptive language, motor limitation, vocal grammar, play and leisure and many …show more content…
respecting people personal space)
KFI’s instructions were given in a 1:1 format. KFI was able to sustain attention on tasks that she was familiar too and had minimal steps. The assessment was only conducted with KFI and other adults in the room, KFI has minimal group activities and the assessor was not able to assess group instruction. She was able to demonstrate all skill sets.
Follow Classroom Routines
There are about 8 students in KFI’s classroom. Ideally instruction is delivered in this small group and a specific format is followed. KFI is able to maintain attention to familiar task but has difficulties maintaining her focus on new task.
Area of Need
• KFI needs to improve on attending to new verbal direction when presented to her class
KFI used language skills learned in her 1:1 sessions and generalizes them through out several settings. KFI is able to use her language skills throughout group settings and different classroom settings. She is also able to use her skills in the community. She was able to complete each skill set.
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. Describe the growth and developmental tasks that were displayed by the child you interacted with in this setting (Erikson, Piaget and Freud). Were these tasks age appropriate? Did you assess any developmental challenges in the client that you interacted with? How were they dealt with (by you and by the health care team)?
What kind of imagery comes to mind when the word savage its said aloud? What kind of connotation does you think drives this word? Primitive, barbarian, negligent? Because if so, it’s a perfect word that depicts what author Jonathan Kozol, in his book Savage Inequalities: Children in America’s School, is trying to portray about the United States School System. His book opens the eyes of the reader to the worse and best of what schooling in the U.S is.
Christian’s cheerful, friendly smile, kind heart and playful spirit make him well liked by his classmates and teacher alike. As a student, Christian has proven himself to be hard working, aiming to do what is expected of him. As it is not always easy for Christian to understand and follow directions without support, he works best when an assignment is broken down into small steps and modeled for him. It has been a pleasure to see Christian become more responsible with his homework assignments, making a conscious effort to make sure he has all of his materials and completing assignments on time. As it takes time for Christian to get himself organized, he is strongly encouraged to use his transition time between classes wisely, as he has a tendency to get distracted by his friends in the hallway, which causes him to be late to class or be unprepared with his materials.
On 22nd of the October we assessed the other group members and found the following outcomes, which include a lot of improvements in Knowledge, skills and abilities. The different outcomes of the tasks are as follows: • HUYEN- Bottle feeding For assessing this group member we gave her the task to perform was “Bottle feeding”.
They apply to me and my placement because my supervisor knows that there are limitations with my placement at Korah. For one my supervisor is not a social worker and has not had a lot of the training that I have had. Secondly I’m a social worker working in a resource class so there not always the opertunititys for me to use everything that I have learned such as running groups. These kids are busy they have a full day and there class time is planned out weeks in advance so I cant just waltz in an say these next few weeks I want to run a group. The examples that the author gave are very basic but Im able to expand on them.
Moreover, they tried to fix it by introducing teenagers to the mental health system. Kip’s father even was disappointed about his son’s therapy. Sam’s father was just interested in how much his insurance would cover treatment. Also, Anna says that “The federal center for Mental Health Service estimates that at least six million children in this country have some serious emotional disturbance(345).” Nevertheless, most of them, as a result are in jail, although “psychological intervention is cheaper than incarceration(345).”
I was told to help them in any way needed. I organized what I would do to help them improve. The first step was the encouragement process. I would motivate them to try it out because they do not know if it is hard unless they try it. Next step, I was expected to help and teach them basics for their perspective equipment that they were chosen for.
2:1 Compare the strengths and limitations of assessments of a range of assessment methods with reference to the needs of individual learners. Workplace Observations, question and answer/professional discussions, projects/assignments, portfolios, witness statements. A good assessor will always take into account their learners needs and what particular subject they are studying for prior to confirming with learner type of assessment method to be used. Workplace observations
Cooperative learning also creates self-confidence in each student by allowing them to be a part of a group and working together to create a common goal. - Direct instruction. With its structure, direct instruction can be one of the most powerful tools in providing instruction, for both children with and without disability. We use procedures that are grounded and systematic, providing sound teaching and learning principles. We ensure that our teachers are organized with the content needed to provide a cohesive learning environment.
If a child or young person has any form or dyslexia or retention difficulties this can impact them in all areas, and interventions are key for these children. If a child lacks in confidence, this will produce a natural barrier to their learning as they will be reluctant to participate in activities / tasks. A child or young person with special educational needs will need extra support to ensure that any barriers they encounter during the course of learning are identified quickly and lessons and resources adapted to accommodate. Children or young people who find social interaction difficult will at times struggle with tasks that involve group interaction, to try and overcome this, small groups of other children that have been identified as favourable to the child can participate in the activity
1.5 Explain how to overcome barriers to learning in groups The trainer must be aware of the variety of learning styles that may be present in the group at any one time, the trainer must ensure that throughout the deliver each learning style is accommodated for such as – Kinaesthetic, visual and auditory. If appropriate the trainer can ask the group to complete the learning styles diagnosis test before delivery starts. A trainer must also be aware of other learning difficulties that a participant may have such as dyslexia, the trainer should, where possible, know about this before the session so that he/she can prepare correctly.
• Multisensory Instruction This incorporates what the child hears, sees, how they move as well as how they feel into the instruction. By utilising all senses the student has a better chance of remembering it. • Differentiated Instruction This is a good option to be applied to group learning, as each group then focuses on different aspects as opposed to individualised instruction where each child performs tasks individually. • Graphic Organization
Desired performance outcome is modelled. This than proceeds to teacher directed learning activities coupled with high rates of positive and corrective feedback (Metzler, 2011). Skill theme is learned through practice, timely feedback and through