INDIVIDUALIZE AND PERSONALIZE, QPI’SJoey KuntzSPED 478

STRATEGIES

Two research based strategies to prevent an emotional crisis

1) Student’s are inherently motivated to learn but learn to be unmotivated when they repeatedly fail.

It is important to encourage these students often and let them know that someone believes in them.

STRATEGIES CONT.

2) All students have basic needs to belong, to be competent, and to influence what happens to them. Motivation to learn most often occurs when basic needs are met.

-Mendler, Motivating Students Who Don’t Care. P. 7

AUTISM

Signs and Symptoms:o Lack of or delay in spoken

languageo Repetitive use of language

and/or motor mannerisms (e.g., hand-flapping, twirling objects)

o Little or no eye contacto Lack of interest in peer

relationshipso Lack of spontaneous or

make-believe playo Persistent fixation on parts of

objectshttp://www.autism-society.org/site/PageServer?pagename=about_home

CLASSROOM INTERVENTION

Strategies: Role Play, model situations Be consistent Foreshadow changes in schedule Match Students Work time with performance time- if

a student can concentrate on a subject for ten minutes, give that student a ten minute assignment

Use alternatives to writing to demonstrate competence

TEACH SOCIAL SKILLS AS PART OF CURRICULUM! Schedule in “down-time.”

PASSAGE TO FOR AUTISTIC STUDENTSWhen Other Students Get Upset“Sometimes other students get upset and cry.  When this happens their teacher might try to help them.The teacher might try to help them by talking to them or

holding them.This is okay.Sometimes when other students get upset and cry, it makes

me upset and angry.I can use words to tell my teacher that I am upset.I can say, "That makes me mad!" or "I'm upset!"It is okay to use words about how I feel. When I get upset I

will try to use words about how I feel.”

SCHIZOPHRENIA

Warning Signs:

Social withdrawal Hostility or suspiciousness Deterioration of personal hygiene Flat, expressionless gaze Inability to cry or express joy Inappropriate laughter or crying Depression Oversleeping or insomnia Odd or irrational statements Forgetful; unable to concentrate Extreme reaction to criticism Strange use of words or way of speaking

Understanding Schizophrenia -http://helpguide.org/mental/schizophrenia_symptom.htm#early

Signs & Symptoms: Delusions-• Persecution, grandeur, control, reference. Hallucinations Disorganized speech-• Loose associations, disorganized speech,

meaningless use of rhymes, repetition of words or statements.

Disorganized behavior-• Decline in overall daily functioning.

Unpredictable or inappropriate emotional responses. Behaviors that appear bizarre and have no purpose. Lack of inhibition and impulse control.

Negative symptoms-• Lack of emotional expression, including a

flat voice, lack of eye contact, and blank or restricted facial expressions. Lessening of fluency, unable to carry a conversation.

CLASSROOM INTERVENTION

Do not ignore or dismiss warning signs and/or symptoms if they appear gradually and are unclear.

Do not assume that the person exhibiting warning signs and/or symptoms is just going through a phase or misusing substances.

Don’t assume these symptoms will simply “go away.”

Understand that someone who is experiencing profound and frightening changes such as psychotic symptoms will often try to keep them a secret.

http://www.schizophrenia.com/sznews/archives/005561.html

DEPRESSION

Signs & Symptoms:

• Feeling excessively guilty• Excessive sleeping or daytime

sleepiness• Difficulty falling asleep• Depressed or irritable mood, bad temper• Substance abuse• Difficulty concentrating and making

decisions• Acting out, unusual defiance, criminal

behavior• Appetite changes, weight loss/gain• Feelings of worthlessness, sadness, or

self-hatred• Loss of interest in activities• Thoughts about suicide, obsessive fear

about death• Failing relations with friends and family• Eating disorders, especially bulimia

DEPRESSION INTERVENTIONS

Interventions: Promote positive mental

health awareness Teach problem-solving

model/conflict resolution Offer experiential learning

opportunities Peer/staff mentoring

program. Train staff about self-injurious

behavior. Imbed social/emotional

learning into school curriculum.

Identify local resources and partnerships.

Examples: School theme-“Today I

feel….charts.” “It’s OK to ask for help.”

Train “study buddies.”

Character education

Identify mental health services linked to student support services in school building

DEPRESSION INTERVENTIONS CONT.

Develop a caring relationship with child.

Give directions in small steps. Check for understanding and completion.

Develop an individual problem-solving plan.

Collaborate with student support personnel.

Identify the function of the behavior.

RESOURCES

American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders DSM-IV-TR (4th ed.). American Psychiatric Association. ISBN 089042 0529

Fassler, D. G., & Dumas L. S. (1997). “Help Me, I’m Sad”: Recognizing, Treating, and Preventing Childhood and Adolescent Depression. New York: Penguin Putnam Inc.

Mendler, Allen (2000). Motivating Students Who Don’t Care. Bloomington, IN: Solution Tree

(2009). Schizophrenia. Retrieved July 21, 2009, from Schizophrenia In-Depth Web site: http://www.schizophrenia.com/index.php

(2009). Autism Society of America. Retrieved July 21, 2009, Web site: http://www.autism-society.org/site/PageServer