Edith - PLAAFPS
docx
keyboard_arrow_up
School
Touro College *
*We aren’t endorsed by this school
Course
MISC
Subject
Communications
Date
Jan 9, 2024
Type
docx
Pages
2
Uploaded by BaronWolverine3875
Three Strengths-Based PLAAFPS for Edith
1.
Edith has good math and listening skills
a.
In her case study her teacher Mr. Pearson noticed she had strengths in math (Harry et al. 2007, p. 63). Her teacher Mr. Donovan also noticed that her language skills were improving and she was speaking well (Harry et al. 2007, p. 68). The Woodcock-Johnson test results show that Edith has a
solid understanding of mathematics and demonstrates excellent listening comprehension skills. Her test results provide further evidence of her academic abilities and potential for success in a mainstream classroom (Harry et al., 2007, p. 63).
Edith becomes disengaged when presented with
material only given in the written form (Harry et al. 2007, p. 68) and would benefit from visual or orally given lessons. 2.
Edith is able to focus on things when the material is engaging a.
When at Sunday school Edith was able to participate “with full compliance,
showing no distraction between her behaviors and those of her peers” (Harry et al. 2007, p. 64) 3.
Edith has strong life skills a.
She participates in church plays and gets along with her peers (Harry et al. 2007, p. 65). Edith is able to use her listening skills to go to the store and purchase items for her mom without issue (Harry et al. 2007, p. 64). Edith would benefit from a life skills class and we can use that class to help improve her reading and writing by having her write grocery lists and placing labels on everything to get her to read.
No revisions to SMART goals
2. I believe that Edith would best benefit from Behavior-Specific Praise - Tier 2. Focusing on things in class that are not engaging enough, has always been something that Edith struggles with (Harry et al. 2007, p.62). By utilizing behavior-specific praise, you are encouraging the student to act accordingly by praising the exact behavior when shown (IRIS Center, 2023). For example, if Edith does engage in the class, she should receive exact praise for what she has done (i.e. “Thank you, Edith, for raising your hand
and asking questions!”). This kind of support is beneficial for students “with or at risk for emotional and behavioral disorders”, tier two support, you are giving praise more frequently, and by providing praise I would hope to try and bring Edith out of the mindset
where she wanted to hurt herself (IRIS Center, 2023. Harry et al. 2007, p.65).
Applying this mode of support through the lens of UDL:
Identify the behavior: Edith exhibited signs of depression - lethargic, facing the wall, looking for distractions - windows, art, plants, computers (Harry et al. 2007, p.62). Edith engages nicely while at Sunday school (a social situation where she can engage with peers of like background/culture) and had strengths in math (Harry et al. 2007, pp. 63, 65).
Collect baseline data: Over the next three to five days, observe how long or often Edith is able to stay engaged with both a math activity and an activity where Edith is engaging
with peers while doing a preferred activity (i.e. singing during music class) (Harry et. al. 2007, p. 65. IRIS Center, 2023)
Implement behavior-specific praise and continue to collect data: Over the next three to five days implement praise every single time Edith engages in expected behavior during
a math activity and an activity where Edith is engaging with peers while doing a preferred activity (i.e. Edith, you and your friends are singing so beautifully. Edith nice job on that addition problem, you have such great math skills!).
While implementing this strategy it is important to notice if Edith is failing to engage in the activity you are baselining, if so Edith’s teachers should have provided Edith with different options of activities or modes of learning that would better suit the student. For example, Edith attends a school that is compromised of mainly African American, Haitian, and Hispanic students, she also has a background of Haitian-speaking parents (Harry et al. 2007, p. 61). It is safe to assume that Edith might be attending a church that teaches Haitian songs and that might be the reason she prefers to interact with that
group of peers. If Edith did not want to interact with the songs provided, her teachers could have provided songs from all of the student’s backgrounds to choose from, this would encourage Edith to want to participate. The same can be said for getting Edith to attend better in math, if you can notice how Edith best learns math, you can apply this to
her other subjects. Edith’s teacher only taught his lessons off of worksheets, why did Edith attend better on the math worksheets than the English ones? Was there pictures, does the simplicity of single digit numbers have anything to do with her learning? These are things her teachers should look at when trying to further Edith’s learning ability. Reference:
Harry, B., Klingner, J. K., & Cramer, E. P. (2007). Case studies of minority student placement in special education
. Teachers College Press. [Chapter 7 – Edith’s Case] IRIS Center. (2023). Addressing challenging behaviors (part 2, elementary): Behavioral strategies.
https://iris.peabody.vanderbilt.edu/module/bi2-elem/cresource/#content
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help