Show:
Group Roles
FBA
Intellectual disabilities
Reframe as strengths
Other
100
The in group or leader (2 of 3)
- Kids understand what the group wants. - Have skills and abilities others admire - Protect the interest of the group
100
FBA (stand for)
What is the acronym for a functional behaviour assessment
100
Developmental mile stones alter Fall behind in grade 3-7 Abstracts difficult most difficulty reading (what to provide)
What is Mild Intellectual disability Provide: - readiness skills - activity based - function skills - modification
100
Lazy
relaxed
100
context of competence
begins with an admission, whereby treatment is framed as time to practise new ways of handling situation
200
Followers
- want to be liked, worried about rejection - admire and resent the leader
200
When do you need the assessment (2 of 4)
- behaviour significantly different - lesson the possibility of successful teaching and learning - past the efforts using standard interventions have been unsuccessful - deficit or an excess
200
Likely to be medically fragile
What is Severe intellectual disability
200
Has a negative peer group
able to make friends with a variety of people etc
200
define reframing
stating a problem so that it seems solvable
300
Isolates (2 of 3)
3 types (they don't belong) - Stranger (needs some time) - Self Isolated (prefers to be alone) - Outcast (rejected by the group, obnoxious wants to fit in. they tease and bully)
300
2 basic methods
direct or indirect
300
Moderate Intellectual Disability (3 of 5)
- Physical impairments increase - not ready for academics until early teens - don't learn beyond grade 1 - simple money skills - focus on life skills, self help skills and social skills
300
Argumentative
speaks their own mind
300
Piagets stages (2 of 3, plus ages)
- sensory motor (0-18 months) - preoperation (18 months - 7 years) - concrete (7-11 years)
400
The gang (3 of 5)
- type of clique - 3 or 4 together - threat to everyone - lead by dominating - are ruthless and lead by dominating
400
Assumptions
- specific environmental factors - identified through the assessment - systematic manipulation to reduce problem or develop skills
400
Severe Intellectual disability (3 of 5)
- poor speech - poor social skills - poor motor development - sensory impairments focus on decreasing dependance and self help and communication skills
400
No effort
Interested in other things, care free etc
400
Steps to externalizing (4 of 7)
1. name/personify the problem 2. Find out how the problem has affected the person and others 3. Find moments when things went better or different in regard to the problem 4. Use the moments of success as a gateway to alternate stories of identities (how they see themselves) 5. find evidence from past to support story 6. speculate about future 7. develop an audience
500
Cyw should help these students develop a skill that will be admired
What is Students that are followers
500
The Process of an FBA (4 of 5)
- Define the problem - Gather information - Develop hypothesis - develop a behaviour intervention plan - monitor behaviour to verify hypothesis and validate intervention
500
may Includes: - blindness, deafness, epilepsy
What is Moderate Intellectual Disability
500
Family is dysfunctional
Unique in their own way etc
500
5 functional domains of neuropsych tests (3 of 5)
- attention and executive functions - language - visual-spacial processing - sensorimotor - memory/learning