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Determining the inclusion of parents in the education of students with ADHD

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If you plan to deal with students with SLI similarly to how you would follow an IEP, to what extent would you include the parents? In the post, it was stated that , "Developing a system of signals that allows for students to ask for help or indicate confusion without causing other students to experience disruption is also a good strategy." Specifically, what kind of strategy would you devise? Lastly, regarding the statement, "I would address the situation in class with the students by reprimanding those who are disrupting the classroom and then hold a parent teacher conference with the parents of the children that are being abusive and bullying the other child as well as with the parents of the child that is receiving the abuse." What exactly would you say? Do you think you could diminish this type of behaviour by helping your students understand how the student(s) with SLI might feel? How might you go about doing this?

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ADHD
If you plan to deal with students with SLI similarly to how you would follow an IEP, to what extent would you include the parents? In the post was stated that , "Developing a system of signals that allows for students to ask for help or indicate confusion without causing other students to experience disruption is also a good strategy." Specifically, what kind of strategy would you devise?

The strategy would entail signals that are used when students are confused wherein the signals are similar to sign language and have ...

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The inclusion of parents in the education of students with ADHD are determined.

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Tier Intervention and the Acting-Out Cycle

Please I need help with this project. Thanks

Review this week's Learning Resources and the case study "Back to Square One." Then, synthesize your learning this week and your personal experiences in the classroom and reflect on the following questions:

• Consider Thomas's behavior in the case study. Which phase(s) of the acting-out cycle does this case study demonstrate?

• Which tier of intervention do you think might help address Thomas's ongoing behavior problems?

• Based on your personal experiences dealing with classroom behavior problems and your learning this week, what strategy or strategies would you recommend to Thomas's teachers for preventing or eliminating his behavior problems?

MY NOTES: Misbehaving follows seven steps. These steps are 1) calm 2) trigger 3) agitation 4) acceleration 5) peak 6) deceleration and 7) recovery (Laureate Education, 2010). The key for teachers is to respond to misbehavior by immediately intervening and helping to resolve the problem(s) that caused the behavior (Laureate Education, 2010).

Thomas is a student with ADHD and learning difficulties who frequently acts out in class. He displays several stages of the acting-out cycle. When Thomas displayed disruptive behaviors in class, he was acting out in the agitation and acceleration stages by pushing, having loud outbursts, kicking and hitting, and eventually non-complying

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