EDPYPSYC470.Final Course Project.

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Athabasca University, Athabasca *

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470

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Psychology

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Dec 6, 2023

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1 EDPY/PSYC 470: COURSE PROJECT Models of Consultation and Collaboration After thoroughly analyzing the presented vignettes, it becomes evident that implementing a consultation and collaboration model would benefit William and Janna. Combining these two models would provide a multifaceted approach to addressing their needs and concerns. Such an approach would facilitate the exchange of ideas and knowledge, resulting in a more comprehensive and effective solution. When used together, the conjoint behavioural consultation and the behavioural model can provide a complete solution to their unique needs. The conjoint behavioural consultation model is a team-based problem-solving strategy emphasizing open communication, shared decision-making, and mutual respect. This model ensures that all parties work towards a common goal by involving parents, teachers, and other relevant individuals. It also facilitates establishing positive relationships between teachers and parents, creating a conducive environment for improving student outcomes and fostering a positive school climate. This approach can prove advantageous for William and Janna's parents and educators. By fostering a collaborative effort between Janna's parents and her educator, they can work towards mitigating her social isolation tendencies and promoting increased peer interactions. This can be achieved by exploring communities beyond her school's confines and seeking opportunities for Janna to engage with like-minded individuals who share her interests. By identifying and engaging with various camps or organizations that cater to her specific interests, Janna can be provided a platform to foster positive social interactions and build meaningful relationships outside her school environment. This approach, underpinned by a collaborative effort, holds significant potential to impact Janna's social well-being and overall academic performance positively.

2 EDPY/PSYC 470: COURSE PROJECT Collaborative efforts between parents and educators effectively foster social and emotional skills among students. In particular, the conjoint behavioural consultation model has been shown to promote positive outcomes for students such as William. By engaging parents and educators in a collaborative process, this model fosters a sense of shared responsibility and provides opportunities for exchanging ideas and strategies. One such strategy is to explore extracurricular activities that align with William's interests. Through consultation and collaboration, his parents and educator can identify potential avenues for building his social skills, such as sports or after-school programs. In addition, involving William's younger sister in these activities can serve the dual purpose of providing him with a sense of purpose in his babysitting responsibilities and promoting positive sibling relationships. While offering significant benefits, the conjoint behavioural consultation model has been criticized for its time and resource-intensive planning and implementation process. This limitation can challenge stakeholders seeking to engage in collaborative initiatives, particularly in educational settings where time and resources are often limited. However, it is essential to note that this limitation should not discourage stakeholders from pursuing collaborative endeavours. Instead, it serves as a reminder of the critical role that careful planning and execution play in ensuring the success of such initiatives. Considering this, a need for multimodal communication strategies that allow for ongoing consultation and collaboration among stakeholders is warranted. Using such a strategy, stakeholders can create a supportive and empowering environment that fosters the academic and personal growth of students like William and Janna. After analyzing the behaviours described in William and Janna's vignettes, a behavioural consultation model would be the most effective approach. This model emphasizes the learner's behaviour rather than the learner oneself. Its main objective is to identify and define recurring

3 EDPY/PSYC 470: COURSE PROJECT interfering behaviours in a specific and measurable manner, followed by a comprehensive analysis to determine solutions for such behaviours. The model delves further into the details of the behaviours by examining their functions, as well as the antecedent events and consequences associated with them. Based on this thorough analysis, interventions and strategies can be developed and implemented to prevent these behaviours. To gain a comprehensive understanding of how the behavioural model applies to diverse learners, the following examples offer a detailed explanation of the correlation and relevance of this model. Specifically, drawing from the vignette about William, his behavioural challenges have been identified as being associated with attention deficit hyperactive disorder symptoms, including inattention, poor executive functioning skills, off-task behaviours (although not disruptive), and a lack of social skills and peer relationships. The application of the behavioural model enables the identification of the antecedent events, consequences, and contextual factors that contribute to these behaviours, thus facilitating the provision of appropriate support and intervention strategies that can effectively stimulate behaviour change. As such, the behavioural model offers a valuable framework for promoting positive behavioural outcomes and improving the overall learning experience of William. For example, given that he is diagnosed with attention deficit hyperactive disorder, his behaviours, such as inattention or unfocused and off-task but not disruptive behaviours, can be further investigated by using an ABC chart. This will allow his teacher and parents to understand better the triggering events that happened before the behaviours, where the behaviour is happening, and what is reinforcing the behaviours from occurring. Utilizing the ABC chart will also inform William’s teachers and parents about the function of his behaviours, whether to access, escape, tangible, or sensory input-driven behaviours. When looking at Janna’s vignette, it has been expressed early

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4 EDPY/PSYC 470: COURSE PROJECT on that she presents behavioural challenges that are not limited to fluctuating affect, difficulties with social skills such as turn-taking and waiting, blurting out inappropriate responses, distractibility, off-task, and social isolation due to bullying. Again, using a behavioural model is best suited to ascertain the root cause of her challenging behaviours as it enables the evaluation of potential factors that initiate and maintain Janna’s behaviours. By analyzing the preceding events, consequences, and environmental settings where her behaviours occurred, Janna’s teacher and parents can devise necessary interventions to encourage behaviour modification. For example, one of the challenging behaviours seen in Janna is blurting out inappropriate responses. Using the same approach for William, the ABC chart will reveal information about the function of this behaviour. Using the behavioural model is a strong choice to support both learners further. The model highlights a comprehensive approach to problem-solving that involves a systematic process of identification, analysis, intervention planning, and evaluation to ensure that the problem behaviours are thoroughly understood. Appropriate strategies are developed to address it. Further, the model magnifies a strength-based rather than a deficit-based approach of the learners, which is vital, especially when developing goals and interventions to support William and Janna. A strengths-based approach is more effective, and the results are more sustainable. By focusing on the learners' strengths, interventions will become more feasible. With the help of both models, William and Janna will have access to a comprehensive and effective support system that considers their unique needs and circumstances. The current behavioural model's limitations are rooted in its narrow and reductionist approach, which solely focuses on interfering behaviour's observable antecedents and consequences. This approach overlooks the significant role of internal events, such as thoughts, emotions, and physiological responses, which may

5 EDPY/PSYC 470: COURSE PROJECT serve as crucial determinants of behaviour. These critical factors are necessary to ensure an understanding of the complexities underlying behaviour, leading to effective interventions and limited progress. Therefore, a more comprehensive approach that integrates various perspectives and considers external and internal factors contributing to behaviour is necessary to address learners’ needs effectively. Such an approach would entail a more holistic understanding of the multifaceted nature of behaviour, enabling tailored interventions that address the root causes of problematic behaviour rather than just treating the symptoms. Problem-Solving For one of the students, describe a school consultation experience using the ten-step process. Upon analysis of Janna's situation, it is evident that interfering behaviours hinder her academic success. A problem-solving consultation process is recommended to address this issue, consisting of four essential steps: problem identification, problem analysis, plan implementation, and evaluation. Before initiating the problem-solving process, it is crucial to establish positive relationships with all relevant parties and obtain their consent to participate in a cooperative consultation process. Building rapport through mutual respect and understanding is essential for effective collaboration towards achieving their goals. In Janna's case, arranging a meeting with her parents and teacher is advisable to address any challenging behaviours impacting her social, emotional, and academic well-being. During this meeting, both parties can collaborate to gather anecdotal data on Janna's behaviour and analyze environmental factors contributing to it or its function. As a consultant, it is crucial to emphasize to Janna’s parents and classroom teacher that this process focuses on objectively observing the learner's behaviours. Once a positive relationship with the parents is established, the next step is identifying and defining the problem.

6 EDPY/PSYC 470: COURSE PROJECT In the problem identification stage, following a set of steps is essential. Firstly, prioritize and identify the target behaviour. Then, define the target behaviour operationally, considering frequency, accuracy, duration, intensity, and latency factors. This may involve discussing what behaviours do and do not qualify as examples of the target behaviour. Next, collect baseline data. Finally, establish both intervention and long-term goals. In the case of Janna, her classroom teacher could begin identifying and highlighting observable disruptive behaviours that impede her academic progress. These behaviours may include variations in her affect, challenges with social skills such as difficulty with turn-taking and waiting, verbalizing inappropriate responses, reduced focus, and deviations from the task. This information could also be supplemented with the observations of Janna’s parents at home and if they mirror the exact topography of behaviours. The next course of action process is defining the problem behaviour operationally. This means that behaviours observed and collected must be determined objectively, succinctly, and measurable. This process is not an easy job. Therefore, supplementing consultees, parents, and teachers with guidelines and protocols to collect data objectively and succinctly is crucial to achieving measurable data. Further, the consultant must provide the consultees with enough tools to collect data during this stage. Pieces of information that require more attention include frequency, accuracy, duration, intensity, and latency of the observable behaviours. Then, collecting baseline data points on three different days is the next step– this will be the starting point to establish an intervention goal. Once sufficient data about Janna’s interfering behaviours are collected, which serves as baseline data, devising a plan for intervention and identifying long-term goals would be the next step. During the identification stage, it is crucial to be aware of the time allocated when determining the target behaviour. Both parties must not admire the problem and seek a quick solution that will solve the problem. The consultant must limit the

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7 EDPY/PSYC 470: COURSE PROJECT problem identification stage to 10 minutes, with 20 to 30 minutes remaining for the next steps and include a discussion about conditions that highlight the student’s strengths and abilities. In the problem analysis stage, the consultant looks at the ecology of the student’s life and the classroom to gather information about the problem, possible sources of the problem, and the interrelationships within the context of classroom expectations. The consultant’s role is to collect data through direct and indirect observations and assessments. To help Janna overcome her behavioural issues, the consultant will work closely with her classroom teacher to collect detailed data on the underlying reasons behind her actions. This will involve a thorough analysis of the functions of Janna's behaviours in her daily life, including whether she engages in specific actions to gain attention, avoid unpleasant situations, obtain tangible items, or fulfill sensory needs. By understanding the root causes of Janna's behaviours, the consultant and teacher can develop effective strategies to address her needs and support her overall development. For instance, looking at her distractibility and off-task behaviours, these behaviours may serve as a form of communication that requires a movement break, or the curriculum level she’s provided is too high for her. Therefore, she shows less interest in it. To gain insight into the behavioural patterns of Janna, it would be recommended to employ a Functional Behavioural Assessment (FBA) as a diagnostic tool. The primary objective of the FBA would be to conduct a thorough analysis of the antecedent and consequent factors that may be influencing the individual's behaviour. This process would entail observing the individual's behaviour in various settings, such as the classroom, and collecting data based on the observations of the individual's behaviour from their parents within the home environment. Additionally, to comprehensively address the problematic behaviours exhibited by Janna, the consultant must conduct a thorough analysis of various contributing factors. These may include but are not limited to Janna's background, the

8 EDPY/PSYC 470: COURSE PROJECT teacher's behaviour, parental influence, classroom atmosphere, curriculum design, sociocultural context, and any other potential sources of influence. Thus, gaining insight into possible underlying factors contributing to Janna’s interfering behaviours can inform the development of effective strategies to foster behaviour change. The next step in the intervention process involves creating intervention strategies based on the collected data and defining everyone’s responsibility in implementing them. Additionally, evaluating the required resources to execute the intervention is necessary to ensure that Janna's parents, teacher, and other stakeholders have enough resources to implement the intervention effectively. This phase will begin with generating various possible intervention strategies, focusing on evidence-based interventions. The teacher will implement most of the interventions and select the feasible ones. Janna's parents can also discuss what part of the plan they can implement at home. It is vital to ensure each party understands and is comfortable with their respective roles in the implementation process. A follow-up meeting will be scheduled to finalize this phase. This approach will result in a comprehensive and effective intervention plan that meets Janna's needs, ensuring all stakeholders have the necessary resources and knowledge to execute their roles effectively. In the problem-solving process, the final step involves evaluating the intervention plan. This entails devising a strategy to assess treatment integrity, ensuring the interventions are carried out as intended. Furthermore, it requires monitoring Janna's progress and recommending suitable modifications and tweaks to the intervention plan, if necessary, to ensure that the team is moving forward toward achieving their shared objective. Communication Strategies and Interpersonal Skills Effective communication and interpersonal skills are integral in consulting and collaborating with parents and teachers to address students' challenging behaviours, such as

9 EDPY/PSYC 470: COURSE PROJECT Janna's case. As the first step in this process, active listening plays a crucial role in understanding the concerns raised by parents and teachers and seeking clarifications to ensure that all aspects of the situation are fully understood. In addition, empathy is a critical component that underscores the need to demonstrate understanding and compassion for the difficulties that Janna and her family are experiencing. To provide effective consultation and collaboration, it is also essential to utilize positive feedback as an important tool in acknowledging any positive changes or efforts made by Janna and providing the necessary encouragement and support. This approach fosters a sense of accomplishment in Janna and promotes a positive and supportive environment for her to thrive. Finally, assertiveness plays a vital role in advocating for Janna's needs, expressing concerns or suggestions in a clear and respectful tone, and suggesting specific strategies or interventions to help her manage her behaviours more effectively. In practical application, the skills mentioned above are applied when consulting with Janna's parents and teacher. Active listening is utilized to better understand their concerns and experiences with Janna's challenging behaviours. Empathy is demonstrated by acknowledging their difficulties and offering support and encouragement. Positive feedback is employed to recognize any improvements or positive behaviours exhibited by Janna, such as staying on task for extended periods or using appropriate social skills with her classmates. Lastly, assertiveness is applied when suggesting specific strategies or interventions that could help Janna manage her behaviours, such as implementing a structured routine or providing positive reinforcement for appropriate behaviours. Incorporating these skills and approaches can effectively address challenging behaviours in students like Janna and create a supportive and nurturing environment that promotes continued growth and development. When faced with opposition to implementing interventions in educational or parental settings, utilizing a range of effective strategies is crucial

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10 EDPY/PSYC 470: COURSE PROJECT to maximize the likelihood of successful execution. This may involve employing evidence-based approaches, such as using empirical research and data analysis to inform decision-making and leveraging the expertise and insights of relevant stakeholders in the process. Additionally, it may be beneficial to consider the unique needs and perspectives of individuals involved, such as Janna, her parents, and her teacher, to tailor interventions to their specific circumstances and promote collaboration and buy-in. Implementing interventions in these contexts requires a comprehensive and adaptive approach that prioritizes communication, collaboration, and evidence-based practice. Establishing a positive and respectful relationship with the consultee is one of the most essential strategies. This can be achieved by actively listening to their concerns and demonstrating empathy before proposing solutions. One might begin by thanking the consultee for their time and expressing a willingness to work together to find the best possible solution. Additionally, reducing any perceived threat or opposition that the consultee may feel about implementing the suggested interventions is essential. This can be done by explaining the potential benefits of the interventions and how they can help the student in the long run. It is vital to acknowledge that change can be difficult but emphasize that implementing the suggested interventions can lead to better outcomes for the student in the classroom and make the teacher or parent's job more manageable in the long run. Developing positive expectations about the interventions and their potential outcomes is also vital. This can be accomplished by highlighting success stories of other teachers or parents who have used similar interventions, and expressing confidence in the suggested interventions is a common and effective way to build the consultee's confidence and motivation. However, it is essential to remember that every student is unique, and what works for one may not work for another. Therefore, it is crucial to approach each case with

11 EDPY/PSYC 470: COURSE PROJECT an open mind and be prepared to adjust interventions as needed. It is essential to emphasize that the interventions are effective but achievable and realistic for the consultee to implement. Furthermore, it is vital to establish a clear plan for implementing the interventions. This can involve setting small goals, monitoring progress, and ensuring the consultee understands their expectations. For example, I suggest creating a plan for implementing the interventions and checking in regularly to adjust as needed. This can help the consultee feel more involved and invested in the process. Resources, training, and support can also be crucial in facilitating the successful implementation of the interventions. This can further increase the likelihood of success and make it easier for the consultee to implement the interventions. For example, one might offer additional resources and training to help the consultee implement the interventions and provide ongoing support and guidance. Finally, it is essential to stay committed to the situation until it is resolved and to avoid wasting the consultee's time. This can be accomplished by regularly following up and ensuring the interventions produce the desired outcomes. For instance, one might commit to checking in regularly to ensure that the interventions are working as intended and offering further support or adjustments as necessary. It is also important to thank the consultee for their time and willingness to work together throughout the process. Ultimately, the goal is to work collaboratively with the teachers and parents to develop and implement a plan in Janna's best interest while addressing their concerns and ensuring their support and cooperation. Ethics In this case study of William, a thirteen-year-old boy with attention deficit disorder and undiagnosed learning difficulties, ethical issues that may arise include ensuring confidentiality and privacy, avoiding discrimination and stigmatization, and providing appropriate care and

12 EDPY/PSYC 470: COURSE PROJECT support. As a responsible professional, it is vital to maintain the confidentiality and privacy of William's personal information, including his medical history, academic performance, and family situation. It is also crucial to avoid any form of discrimination or stigmatization based on William's condition and to treat him with respect, empathy, and understanding. As professionals, adherence to ethical principles is of utmost importance. These principles include demonstrating the necessary competence, safeguarding the welfare of clients, preserving confidentiality, and upholding social and moral responsibilities within professional relationships. In the case of William, it is essential to acknowledge his individual needs and challenges resulting from his attention deficit disorder and undiagnosed learning difficulties. As professionals, we are responsible for ensuring that the requisite competency and expertise are possessed to provide appropriate support and guidance. Collaborating with his parents and teachers to develop a comprehensive plan that addresses his academic and social needs is also imperative. Safeguarding the welfare of William is paramount. This entails ensuring that his needs are met compassionately and respectfully while preventing discrimination or harassment. Furthermore, creating a safe and supportive learning environment to foster his growth and development while working with his parents and teachers is crucial. Preserving confidentiality is critical to ensuring that William's personal information is kept confidential and secure. To achieve this, his personal information should only be shared with those who have a legitimate need to know, and it should be done securely and confidentially. As professionals, we possess a social and moral responsibility to promote individual and societal well-being. In William's case, this translates to providing the necessary support and guidance to assist him in achieving his full potential. Finally, maintaining integrity within professional relationships is essential. As professionals, we must maintain professional relationships with William, his parents, and

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13 EDPY/PSYC 470: COURSE PROJECT teachers and act consistently with the highest standards of professionalism and ethics. This necessitates being honest, transparent, and respectful in all interactions. In Janna's case study, several ethical issues may arise within consultation and collaboration. One of the primary ethical issues is maintaining confidentiality. Maintaining confidentiality when working with Janna's personal information, including her behaviour, performance, and learning challenges, is essential. All stakeholders involved in her case must respect her privacy and share information only with those who have a legitimate need to know. Another ethical issue that may arise is obtaining informed consent. If Janna requires any specialized assessment or intervention, her parents must be adequately informed about the purpose, benefits, and risks of the assessment or intervention. They must also be allowed to ask questions and provide their consent before any action is taken. Respect for diversity and cultural sensitivity is another ethical issue that may arise. Her cultural background may influence Janna's behaviour and learning challenges, and sensitivity is essential. All stakeholders involved in her case must avoid making assumptions and stereotypes based on her behaviour and seek to understand her unique situation and needs. Lastly, there is the issue of collaboration and communication among stakeholders. All stakeholders involved in Janna's case must collaborate to provide her with the best possible support and care. This requires effective communication, collaboration, and respect for each other's roles and responsibilities in Janna's care. In Janna's case study, ethical behaviour is of utmost importance. To apply the principles of ethical behaviour, it is essential to maintain integrity in all professional relationships. Honesty, transparency, and accountability should guide all interactions with stakeholders involved in Janna's case. Social and moral responsibility must be upheld, ensuring that actions do not harm Janna or any other stakeholders involved in her case. Confidentiality is a critical principle that

14 EDPY/PSYC 470: COURSE PROJECT must be maintained to respect Janna's privacy, and information should only be shared with those who have a legitimate need to know. Additionally, the welfare of clients must be protected, ensuring that Janna receives the best possible support and care. If Janna requires any specialized assessment or intervention, her parents must be adequately informed about the purpose, benefits, and risks associated with the assessment or intervention. They should also be allowed to ask questions and provide their consent before any action is taken. Competence is a crucial factor in providing adequate care to Janna. To understand Janna's unique situation and needs, assumptions and stereotypes based on her behaviour must be avoided. Effective communication, collaboration, and respect for each other's roles and responsibilities are essential when working with other stakeholders involved in Janna's case. By applying the principles of ethical behaviour, Janna will receive the best possible support and care while upholding the highest standards of professionalism and integrity. Consultation Emotional/Behavioural Problems Dealing with Janna's emotional and behavioural difficulties requires a consultant to engage in a comprehensive consultation process that involves the use of various assessments, interventions, and supports. To begin the collaborative consultation process, the consultant can establish a rapport with Janna's teacher, Mrs. Ballance, and her parents. The consultant can start by acknowledging their concerns and experiences and building a relationship of trust and mutual respect. This can be done through active listening, empathy, and open communication. Once a rapport has been established, the consultant can gather information about Janna's behaviour and learning challenges. This can involve collecting data from multiple sources, such as the teacher, parents, and other professionals involved in Janna's care. The consultant can also observe Janna in different settings, such as in the classroom, during recess, and transitions. Then, the consultant

15 EDPY/PSYC 470: COURSE PROJECT can start conducting a Functional Behavioural Assessment (FBA) to identify the underlying causes of Janna's challenging behaviour. This assessment involves observing Janna's behaviour in different settings, interviewing teachers, parents, and peers, and collecting data on her antecedents, behaviours, and consequences. The consultant can work with Mrs. Ballance and Janna's parents to develop a collaborative problem-solving plan based on the information gathered. This can involve identifying Janna's strengths and weaknesses, setting goals for her behaviour and learning, and developing strategies to achieve these goals. The consultant can also provide training and support to Mrs. Ballance and Janna's parents on effectively implementing these strategies. Throughout this process, the consultant can maintain regular communication with Mrs. Ballance and Janna's parents to monitor progress and adjust as needed. The consultant can also work with Janna's teacher to develop a positive and supportive classroom environment that fosters inclusivity and respect for diversity. The collaborative consultation process involves working with consultees to identify and address problems, develop and implement interventions, and monitor progress. By building solid relationships and maintaining open communication, the consultant can help to promote positive outcomes for Janna and her family. Based on the case study of Janna, a comprehensive three-tiered approach of Intensive Behavior Interventions can be implemented to address her behaviour and learning challenges. The first tier of this approach is establishing universal support available to all students in the classroom. These supports can include clear expectations for behaviour, consistent positive reinforcement for appropriate behaviour, a visual schedule, and a quiet work area. These interventions can help Janna stay focused and on-task while providing a positive and structured learning environment. The second tier of the approach is to provide targeted support to address Janna's specific needs. This can include developing a behaviour plan that teaches self-regulation

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16 EDPY/PSYC 470: COURSE PROJECT strategies and appropriate social skills. The teacher can also provide Janna with preferential seating, access to sensory tools, and frequent movement breaks. Additionally, the teacher can work with Janna's parents to develop a home-school communication plan to ensure consistent expectations and strategies. These targeted interventions can help Janna develop the necessary skills and strategies to succeed in school and improve her relationships with her peers. The third and final tier of the approach is to provide intensive support for Janna, such as individualized instruction and counselling services. The teacher can work with the school's support staff to develop an Individualized Education Plan (IEP) to address Janna's learning and behaviour needs. This plan can include goals for improving her social skills, self-regulation, and academic performance. Additionally, the teacher can collaborate with the school counsellor to provide Janna with individual or group counselling services to address any emotional or behavioural issues. Overall, the three-tiered approach of Intensive Behavior Interventions can effectively address Janna's behaviour and learning challenges. Providing a range of supports tailored to Janna's needs can help her succeed academically and socially while improving her relationships with peers and teachers. Positive Behavior Support (PBS) has emerged as an effective approach to supporting and modifying student behaviour in educational settings. PBS is a proactive approach that emphasizes the teaching and reinforcement of positive behaviours to replace negative ones. By identifying triggers that cause negative behaviours and developing strategies to prevent these triggers from occurring, PBS seeks to create a positive and supportive classroom environment that encourages students to succeed. One example of the application of PBS is in the case of Janna, a student who exhibits negative behaviours in the classroom. PBS can help Janna's teacher, Mrs. Ballance, to identify the underlying causes of Janna's negative behaviours and

17 EDPY/PSYC 470: COURSE PROJECT develop strategies to address them. For instance, if Janna is easily distracted by visual stimuli in the classroom, Mrs. Ballance can create a designated area for Janna with fewer distractions or minimize visual stimuli in the classroom. Additionally, Mrs. Ballance can use positive reinforcement strategies to encourage positive behaviours in Janna, such as providing praise when she stays on task or offering rewards for exhibiting positive behaviours. An essential aspect of PBS is teaching and reinforcing positive behaviours. In Janna's case, Mrs. Ballance can work with Janna to identify positive behaviours she can exhibit in the classroom, such as active listening and taking turns when speaking. By reinforcing these positive behaviours with praise and rewards, Mrs. Ballance can create a positive and supportive classroom environment that encourages Janna to succeed. In sum, PBS provides a proactive approach to addressing negative behaviours in the classroom by focusing on positive behaviours and creating a supportive classroom environment. Educators can help students like Janna succeed academically and socially by utilizing PBS strategies. Consultation for Academic Difficulties To initiate the collaborative consultation process for academic difficulties observed in Janna, the consultant should gather pertinent data about Janna's academic and behavioural history and information about her home environment. This data can be obtained through interviews with Janna's parents and teachers and a thorough review of Janna's academic records and any previous assessments. Following this initial data-gathering stage, the consultant should arrange a meeting with Janna's parents and her teacher, Mrs. Ballance, to discuss concerns regarding Janna's academic performance and behaviour in class. This meeting should be structured as a collaborative consultation, with the consultant serving as a mediator to facilitate discussions between the parents and the teacher. During the consultation, the consultant should

18 EDPY/PSYC 470: COURSE PROJECT encourage the parents and teacher to share their observations and concerns about Janna's behaviour and academic performance. The consultant should also assist the parents and teacher identify Janna's strengths and areas of difficulty. The consultant should promote collaboration between the parents and teacher to develop strategies to help Janna succeed academically. For the collaborative consultation process to be effective, the consultant must underscore the importance of communication and collaboration between parents and teachers. The consultant should encourage the parents and teacher to maintain an open and ongoing dialogue about Janna's progress and any new concerns that may arise. Additionally, the consultant should provide resources and support to the parents and teachers to help them implement any strategies identified during the consultation process. The overarching objective of the collaborative consultation process is to establish a mutually beneficial partnership between the parents and teacher to help Janna succeed academically and overcome her academic difficulties. Through collaborative efforts, the parents and teacher can create an enabling and effective learning environment for Janna. Based on the case study of Janna, the academic plan should include a practical and informative assessment process that can help identify her areas of strength and weakness. The consultant and consultees can then use this information to implement universal, targeted, and individual support to address Janna's academic challenges. The assessment process should comprehensively evaluate Janna's academic abilities, including her reading, writing, and math skills. The consultant should work with Janna's teacher and parents to gather information about her academic history, including any previous assessments or interventions that have been attempted. Additionally, the consultant should observe Janna's behaviour in class and conduct interviews with her and her family to gain insight into her learning style and any factors affecting

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19 EDPY/PSYC 470: COURSE PROJECT her academic performance. Based on the assessment results, Janna's consultant and consultees can collaborate to create a comprehensive plan to support her academic success. This plan should include universal supports that benefit all students, such as establishing a structured and consistent classroom environment with clear expectations and routines. For instance, the teacher can create a daily schedule that outlines the specific learning goals, activities, and expectations for each subject. This can help Janna stay organized and focused on the tasks at hand. Additionally, the teacher can establish regular check-ins with Janna to provide feedback and support her progress. Another example of universal support is providing a quiet and distraction- free learning space. This can help Janna concentrate on her work without getting distracted by her surroundings. Similarly, the teacher can establish a system for organizing and managing materials, such as binders, folders, and notebooks, to help Janna keep track of her assignments and notes. To provide targeted support for Janna's reading comprehension difficulties, the consultant and the team of educators can use a multi-tiered system of support that includes evidence-based interventions. For instance, they can begin with a universal screening to identify students who may require additional support in reading. Afterward, Janna's reading level can be assessed using various assessment tools such as running records, informal reading inventories, or standardized tests. Once Janna's reading level is identified, the team can provide targeted interventions to match her needs. For example, if Janna struggles with decoding, the team can offer explicit instruction in phonics and word recognition skills and teach her to use context clues to help her understand unfamiliar words. If Janna struggles with comprehension, the team can provide her with graphic organizers, summarization techniques, and close reading strategies to help her better understand the content. Moreover, the team can provide Janna with additional reading materials at her reading level to ensure enough practice materials to improve her reading

20 EDPY/PSYC 470: COURSE PROJECT skills. The consultant and the team can also use technology-based interventions such as text-to- speech software or audiobooks to support Janna's reading comprehension. For Janna's support, it's essential to consider accommodations tailored to her unique needs and preferences. These accommodations could include providing her with extra time on assignments, allowing her to take breaks when she feels overwhelmed, and offering alternative methods of communication or learning. For example, Janna may benefit from access to assistive technology or other tools to help her complete tasks more efficiently. Additionally, the plan should consider any sensory sensitivities or specific needs that Janna has, such as a quiet workspace or a particular type of lighting. By incorporating these accommodations into the plan, we can help Janna feel more comfortable and supported and achieve her goals more effectively. Transition Planning Developing a transition plan for students with special needs requires a concerted effort from all stakeholders, including family members, educators, and external agency personnel. In the case of William, a thirteen-year-old boy with attention deficit disorder and undiagnosed learning difficulties, a customized plan that caters to his strengths and weaknesses must be developed to facilitate his adaptation to Grade 7 and ensure he keeps pace with his peers. To achieve this, the meeting with William's parents, teachers, and school staff will involve brainstorming and open communication to identify William's challenges. For example, William may need help staying organized, completing assignments on time, comprehending written instructions, or interacting with peers. Once the challenges are identified, specific goals and objectives will be developed to address them. For instance, if William needs help with organization, a goal could be to improve his ability to keep track of assignments and deadlines. The objective to achieve this goal could be to create a personalized organizational system that

21 EDPY/PSYC 470: COURSE PROJECT works for William, such as using colour-coded folders or a planner. Another goal could be to improve William's reading and writing abilities. An objective to achieve this goal could be to provide him with individualized reading and writing exercises that cater to his learning style. William may be encouraged to join a club or extracurricular activity that aligns with his interests to promote social skills development. For example, if William enjoys playing soccer, he may be encouraged to join the school's soccer team. This will allow him to interact with peers who share similar interests, which can help him build confidence and improve his social skills. To ensure that William's transition plan is comprehensive and effective, it will involve the collaboration of external agencies or community service personnel. These individuals will bring their expertise to the table and offer valuable insights into William's needs and how best to meet them. For instance, William's parents will be consulted throughout the process and provided with information on alternative medication options if necessary. Furthermore, external services such as tutoring or occupational therapy that can support his learning and development will also be explored. Regular meetings will be held with all stakeholders involved in William's transition plan to ensure everyone is on the same page. These meetings will serve as a forum for discussing progress, identifying areas where adjustments may be necessary, and ensuring that everyone works together towards the same goals. Overall, the successful implementation of William's transition plan will require a collaborative effort from all stakeholders involved. This would enable him to develop the necessary skills to succeed in Grade 7 and beyond. To effectively incorporate the five-step process of a transition plan for William, it is essential to adopt a step-by-step approach that entails the appropriate administration of transition assessments, development of present levels of academic achievement and functional performance, creation of measurable postsecondary and annual goals, determination of transition

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22 EDPY/PSYC 470: COURSE PROJECT services including courses of study, activities, and linkages, and ultimately, the realization of desired outcomes. Initially, conducting the requisite transition assessments is imperative to gain insight into William's strengths, weaknesses, interests, and preferences. The assessments should cover his academic, social, emotional, and vocational abilities to identify areas that require support. Subsequently, a customized transition plan that caters to William's unique needs can be created based on the assessment outcomes. The next step involves developing present academic achievement and functional performance levels for William. This is crucial in identifying his current academic and functional performance level and determining the requisite skills and support to help him achieve his postsecondary goals. To accomplish this, school records, assessments, and teacher observations can be utilized to determine William's present level of performance. Following this, the formulation of measurable postsecondary and annual goals for William becomes necessary. These goals should be established based on his strengths, interests, and preferences and should center around his academic, social, emotional, and vocational needs. The goals should be specific, measurable, achievable, relevant, time-bound, and aligned with his postsecondary vision. The fourth step involves determining the transition services that will aid William in achieving his postsecondary goals. These services include courses of study, activities, and linkages that are essential in ensuring his success in school and beyond. It is crucial to identify the services and supports he needs to succeed and ensure their provision in a coordinated and integrated manner. Ultimately, the realization of William's desired outcomes depends on monitoring his progress toward his postsecondary goals and adjusting his transition plan as necessary. As such, it is essential to involve William, his parents, teachers, and other stakeholders in the transition planning process to meet his needs and goals. Technology

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23 EDPY/PSYC 470: COURSE PROJECT Using technology to support students' communication and motivation, such as William and Janna, can be an effective approach. For William, various technological tools, including text- to-speech, speech recognition, and mind-mapping, can aid his reading, writing, and organization abilities. These tools can assist William in better-comprehending instructions, taking more efficient notes, and completing written assignments with greater ease. Moreover, integrating gamification apps that offer rewards or points for task completion can enhance William's engagement and motivation in his academic pursuits. Similarly, for Janna, implementing technology, such as noise-cancelling headphones, visual schedules, and timers, can mitigate distractions and mood swings, resulting in better task focus and communication with peers. Using an app that provides positive reinforcement for appropriate behaviour can also boost Janna's confidence and improve her social interactions with peers. The consultant can leverage technology to facilitate communication between all stakeholders, including students, teachers, and parents. This can be achieved by incorporating communication apps that enable real-time communication between stakeholders, allowing for prompt feedback and support. Furthermore, technology can provide a platform for students to communicate their needs and challenges to their teachers and parents, aiding in providing appropriate support. In summary, the thoughtful integration of technology in a learner-centred manner can be a powerful tool in promoting student learning and motivation, enabling individuals like William and Janna to overcome learning obstacles and achieve academic success. The role of a consultant in facilitating professional development in assistive technology for students and staff is paramount. In the case of William and Janna, assistive technology can be leveraged to overcome their learning difficulties and enhance their academic performance. William, for instance, could benefit from text-to-speech software, speech recognition software,

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24 EDPY/PSYC 470: COURSE PROJECT and mind-mapping tools to facilitate reading, writing, and organization. A consultant can offer training to his teachers on effectively utilizing these tools and integrating them into classroom lessons. Furthermore, the consultant can train William to use these tools independently, promoting self-sufficiency. Similarly, Janna could use noise-cancelling headphones, visual schedules, and timers to address her behaviour and attention issues. These tools would assist her in remaining focused on tasks, reducing distractions, and managing mood swings. The consultant can assist Janna's teachers in effectively applying these tools and integrating them into behaviour management strategies. The consultant can also provide Janna with training on the independent use of these tools, thereby promoting self-awareness. In addition to training, the consultant can provide ongoing support to students and staff, including regular check-ins, troubleshooting, and feedback on the efficacy of the technology. The consultant can also update stakeholders on the latest assistive technology and its potential use in supporting students with various learning needs. In conclusion, the consultant is indispensable in promoting professional development in assistive technology for students and staff. Through training, ongoing support, and access to cutting-edge technology, consultants can facilitate the academic success of students like William and Janna, who face unique learning challenges. In implementing the Response to Intervention (RTI) model, a consultant would first identify the learning challenges faced by William and Janna. The next step would be to develop a plan based on universal strategies that can be applied across all areas of learning. This approach focuses on developing a learner-centred intervention plan that considers each student's needs and the unique context of their learning environment. To assist in this endeavour, the consultant may recommend using assistive technology applications and devices that can help the students keep up with the pace of their peers. For William, text-to-speech software and speech-to-text software

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25 EDPY/PSYC 470: COURSE PROJECT can be used to read out instructions, take notes or complete written assignments. Graphic organizers and mind maps can help him organize his thoughts when completing written work. For Janna, visual schedules and reminders, noise-cancelling headphones, and apps that provide positive reinforcement for appropriate behaviour can help support her social and emotional development. In addition to assistive technology, a learner-centred approach to the RTI model would also involve universal strategies across all areas of learning. Differentiated instruction can help William and Janna work independently, while peer tutoring and cooperative learning strategies can provide opportunities for social interaction and self-esteem-building. Implementing a learner-centred approach to the RTI model and using assistive technology applications and devices can help William and Janna overcome their learning challenges and achieve academic success. This approach ensures that all students can reach their full potential by addressing their specific needs. Consultation and Collaboration with Parents In organizing a meeting with the parental figures of William, it is of utmost importance for the consultant to demonstrate empathetic tendencies and a propensity for collaborative efforts. By exhibiting a genuine concern towards the parents' anxieties and reservations, the consultant can effectively foster a productive and supportive relationship that can be leveraged and fortified throughout the child's academic pursuit. It is imperative to consider scheduling the meeting at a mutually convenient time and place, as this indicates respect for the parents' schedules and enables them to be fully present during the meeting. Moreover, providing the parents with prior knowledge of the meeting's purpose can effectively alleviate any inherent apprehension or stress they may be experiencing.

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26 EDPY/PSYC 470: COURSE PROJECT During the meeting, the consultant must actively listen and employ open-ended questioning techniques to garner a more comprehensive understanding of the parents' standpoint. Such an approach can foster a sense of confidence and affinity between the consultant and parents while furnishing crucial insights into the difficulties and impediments related to William's situation. The provision of comprehensive information concerning the resources and support systems accessible to William is an essential aspect in enabling parents to gain a better understanding of their alternatives and make informed decisions regarding their offspring's education. This may encompass educational programs, government funding, and supplementary services such as tutoring or counselling. To establish a robust collaboration with parents, consultants must engage them in the decision-making process and foster an active role in their child's education. This can be effectively achieved by consistently keeping them informed of William's progress, soliciting their feedback and input, and collaborating with them to devise a customized plan of action that caters to their child's specific requirements. Establishing a robust partnership with parents is fundamental to ensuring children receive the necessary support and resources to thrive academically and beyond. Through collaborative efforts with the parents of William, the consultant can effectively foster a supportive and inclusive learning milieu that caters to the diverse needs of all students. Such a partnership can yield significant academic gains and social- emotional benefits for students and enhance parents' engagement and involvement in their child's education. Systems-Level Consultation The opening vignette showed that the resource teacher was working autonomously, which resulted in a lack of communication and coordination with other faculty members. As a result,

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27 EDPY/PSYC 470: COURSE PROJECT students with special needs were often referred to alternate schools. To address this issue, the newly appointed resource teacher must foster a culture of collaboration and consultation with other faculty members. One way the resource teacher can achieve this is by scheduling regular meetings with other faculty members, where they can discuss the progress and requirements of the students and share their collective expertise. For instance, the resource teacher might organize a weekly meeting with teachers who teach students with special needs to discuss the challenges they face in the classroom and how they can collaborate to address them. Another way the resource teacher can foster collaboration is by clearly communicating the aims and objectives of the resource room to other faculty members. This might involve holding an orientation session for new teachers, where they can learn about the services and resources offered by the resource room and how they can get involved in supporting students with special needs. Also, to foster a collaborative and consultative environment in schools, a system change plan can be implemented, such as establishing a school team comprising the principal, resource teacher, classroom teachers, special education teacher, school counsellor, and the parents of students. This team began collaborating on supporting the students effectively and promoting inclusive environments. The school team can share ideas and brainstorm about allocating sufficient funding and resources. One key area that requires funding is providing assistive technology, including devices and software, to help students with special needs access and participate in the curriculum. This may include devices such as text-to-speech software, speech recognition software, or handheld devices that can help students with mobility issues access learning materials. Another key area that this team can discuss is funding allocation for hiring teachers' assistants, who can work collaboratively with classroom teachers to provide individualized support and instruction to students with special needs. Teachers' assistants can

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28 EDPY/PSYC 470: COURSE PROJECT also provide additional supervision and support during unstructured times, such as recess or lunch, to ensure that students with special needs are included and supported in all school life. Moreover, this team can offer faculty members training and support on effectively working with students with special needs. This might involve providing workshops on creating an inclusive classroom environment or offering one-on-one coaching to teachers who are struggling to support students with special needs. By providing this kind of support, the school team can enable other faculty members to serve their students better and create a more inclusive learning environment. For instance, teachers can be trained in inclusive teaching practices, such as Universal Design for Learning (UDL), to provide a more effective and inclusive learning environment for all students, including those with special needs. The school team can collaborate with classroom teachers to provide differentiated instruction and support for students with special needs, including co-teaching and team teaching. Additionally, the school team can provide professional development and support to classroom teachers on strategies and techniques to support students with special needs in the classroom. For example, to help students like Janna, who may be struggling with isolation and bullying, schools can establish a peer mentoring program. This program can match Janna with a peer mentor who shares her interests and can provide emotional and social support. Furthermore, a positive behaviour intervention and support (PBIS) system can be established. This system includes a proactive approach to discipline, emphasizing teaching and reinforcing positive behaviours and reducing the need for reactive discipline. Another example is the school team can collaborate with the resource teacher who works with students like William and provide him with visual aids and graphic organizers to help him organize his thoughts and assignments. Also, a parent education program can be

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29 EDPY/PSYC 470: COURSE PROJECT implemented to provide support and information to parents of students with special needs. This program can provide information on educational and community resources and strategies and techniques to support their child's learning and behaviour at home. Lastly, it is essential to note that the pull-out method should be avoided as much as possible, as it can isolate students with special needs from their peers and limit their opportunities for social and academic growth. Instead, schools should focus on providing inclusive environments that support the needs of all students and provide opportunities for collaboration and social interaction. Engaging all stakeholders, including teachers, parents, administrators, and community members, is crucial to guarantee the success of a plan to change a system. It is essential to understand that change is a gradual process that takes time. Collaboration and communication are pivotal in creating a shared vision for inclusive education, ensuring all students have equitable access to the necessary resources and support to thrive.

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30 EDPY/PSYC 470: COURSE PROJECT Reference Kampwirth, T., & Powers, K. (2015). Collaborative Consultation in the Schools: Effective Practices for Students with Learning and Behavioral Problems (5th ed.). Pearson.

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EDPYPSYC470.Final Course Project.

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