Transcript Resources - Henry County Schools

Henry County School Psychologists
From our family to yours we are here to provide
collaborative and compassionate services to help
your children thrive academically, behaviorally,
and socially.
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Identify learning and behavior problems that interfere with school success
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Help parents and teachers to implement research based interventions that address
students' academic, behavioral, and social needs
Provide counseling instruction and mentoring for those struggling with emotional,
behavioral, and social challenges
Encourage understanding and acceptance of diverse cultures and backgrounds
Conduct psychoeducational assessments that are used to make team decisions
regarding eligibility for special education services
Promote positive classroom environments
Help to design and implement student progress monitoring systems
Implement school wide prevention programs
Respond to crises by providing direct service and leadership
Promote school policies and procedures that ensure the safety of all students
Copyright © 2013 http://www.nasponline.org/
Copyright © 2013 http://www.nasponline.org/
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The essential feature of attention-deficit/hyperactivity disorder (ADHD) is a
persistent pattern of inattention and/or hyperactivity-impulsivity that interferes
with functioning or development.
Copyright © 2013 American Psychiatric Association
Taking Charge of ADHD: The Complete Authoritative Guide for Parents- Third
Edition. By: Dr. Russell Barkley
Driven to Distraction by: Dr. Edward Hallowell
Delivered from Distraction: Getting the most out of life with Attention Deficit
Disorder by: Dr. Edward Hallowell
www.chadd.org; www.samgoldstein.com; www.russellbarkley.com;
www.schoolpsychologistfiles.com
http://www.cdc.gov/ncbddd/ADHD/facts.html
Some Kids Just Can't Sit Still by: Dr. Sam Goldstein;
A Walk in the Rain With A Brain by: Dr. Edward Hallowell
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Service options in schools:
Some students with ADHD will benefit from academic
and behavioral supports through regular education
through the Multi-Tiered System of Supports.
Students with ADHD with severe behavioral and
academic challenges may benefit from
accommodations through a Section 504 plan while in
regular education, or they may benefit from
accommodations, daily individualized educational plan
goals, and classroom setting adjustments through
placement in special education.
Section 504 and special education decisions are
always committee decisions. Parents, teachers,
administrators, and school psychologists are all
possible participants in committee decisions.
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1) Establish a purpose for reading
2) Identify the title and author
3) Comment on the cover illustration
4) Scan through the pages
5) Establish the W’s (who, what, where, when, why)
6) Relate the story and events to your child’s existing
knowledge and interests
7) Predict future events (read a passage, pause,
comment, and ask your child to predict what will
happen next
Copyright © 2003 by Sally Shaywitz, M.D. from the
book Overcoming Dyslexia: A New and Complete
Science-Based Program for Reading Problems at any
Level
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8) Summarize the main ideas
9) Generate questions as you read
10) Make inferences
11) Clarify difficult words or confusing concepts
12) Use imagery or visualization
13) Organize ideas, perhaps graphically on paper
14) Retell the sequence of events
15) Enjoy the story
Copyright © 2003 by Sally Shaywitz, M.D. from the
book Overcoming Dyslexia: A New and Complete
Science-Based Program for Reading Problems at any
Level
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Parents speak about child's strengths and challenges
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Classroom teacher speaks about child's strengths and challenges
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Classroom teacher speaks about interventions and child's progress through
progress monitoring data
School Psychologist reviews psychoeducational evaluation results with the
committee
The committee determines if the child meets eligibility criteria for special
education
If the child is found eligible for special education, then IEP goals, classroom
and testing accommodations, and classroom settings will be discussed.
If the committee decides that the child is not eligible for special education
then the child will be returned to the student support team in regular
education to be monitored by the Multi- Tiered System of Supports.
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Resources:
Overcoming Dyslexia by: Dr. Sally Shaywitz
www.allkindsofminds.org;
www.interventioncentral.org
The Dyscalculia Toolkit: Supporting Learning
Difficulties in Math by: Ronit Bird
My Thirteenth Winter: A Memoir by: Samantha Abeel
www.ncld.org; www.ldonline.org;
www.ldworldwide.org
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The essential features of autism spectrum disorder are persistent impairment in
reciprocal social communication and social interaction, and restricted, repetitive
patterns of behavior, interests, or activities. These symptoms are present from early
childhood and limit or impair everyday functioning.
Copyright © 2013 American Psychiatric Association
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Resources
The Complete Guide to Asperger's Syndrome by: Tony Attwood
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www.autismspeaks.org
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www.tonyattwood.com.au/
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www.autism-society.org and TEACCH program -www.autismsociety-nc.org
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The New Social Story Book, Revised and Expanded 10th Anniversary Edition: Over 150
Social Stories that Teach Everyday Social Skills to Children with Autism or Asperger's
Syndrome, and their Peers. By: Carol Gray
The Autistic Brain: Thinking Across the Spectrum By: Temple Grandin and Richard Panek
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Resources:
Skillstreaming the Elementary School ChildNew Strategies and Perspectives for
Teaching Prosocial Skills-Revised Edition by:
Ellen McGinnis and Arnold P. Goldstein
Nonverbal Learning Disorder: Understanding
and Coping with NLD and Asperger’s-What
Parents and Teachers Need to Know by:
Rondalyn Varney-Whitney, MOT, OTR/L
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AAC Speech Communicator
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ABA Flashcards
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Autism Emotion
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Big Day Lite
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Choice Board Creator
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Copyright©http://www.autismsp
eaks.org/autism-apps
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Android works on
Communication
IPAD, Iphone, Itouch
works on Language
IPAD, Iphone, Itouch
works on Social
Skills
IPAD, Iphone, Itouch
Organization tool
IPAD, works on
Communication
Function
Description
Signs or Symptoms of Dysfunction
Goal
Identify Goal or set goal
Acts as if “future blind” (Barkley, 2002), i.e.
not working towards the future
Plan
Develop steps towards goal, identify
materials needed, set completion date
May start project without necessary materials
May not leave enough time to complete
May not make plans for the weekend with
peers
Sequence
Arrange (and enact) steps in proper
order spatially or temporally.
May skip steps in multi-step task
May have difficulty relating story
chronologically
May “jump the gun” socially
Prioritize
Establish ranking of needs or tasks
May waste time doing small project and fail to
do big project
May have difficulty identifying what material to
record in note-taking
Organize
Obtain and maintain necessary
materials and aids to completing
sequence and achieving goal.
May lose important papers or possessions
May fail to turn in completed work
May create unrealistic schedule
Initiate
Begin or start tasks
Difficulty getting started on tasks may appear
as oppositional behavior
Inhibit
Stop oneself from responding to
distracters. Delay gratification in
service of more important, long-term
goal.
May appear distractible and/or impulsive
May pick smaller, immediate reward over
larger delayed reward
Copyright © Strategic Learning Connections 2013
Adapted from: Leslie E. Packer, Ph.D. 2002
Function
Description
Possible Signs or Symptoms of
Dysfunction
Pace
Establish and adjust work or
production rate so that goal is met
by specified completion time or
date.
May run out of time
Shift
Move from one task to another
smoothly and quickly. Respond to
feedback by adjusting plan or
steps.
May have difficulty making
transitions and/or coping with
unforeseen events
Self-Monitor
Assessing one’s performance and
progress towards goal.
Doesn’t check to insure that each
step is completed
Doesn’t monitor pace to determine
if goal will be met on time
Doesn’t check work before
submitting it
Emotional Control
Regulating and modulating
responses to situations.
May exhibit inappropriate or overreactive responses to situations
Complete
Reaching the self-set or other-set
goal
May start tasks but not finish them
Copyright © Strategic Learning Connections 2013
Adapted from: Leslie E. Packer, Ph.D. 2002
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Resources:
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www.strategiclearningconnections.com
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Assessment and Intervention for Executive Function Difficulties by: George
McCloskey, Lisa A. Perkins, and Bob Van Divner
Executive Function in the Classroom: Practical Strategies for Improving
Performance and Enhancing Skills for All Students by: Christopher Kaufman
Promoting Executive Function in the Classroom by: Lynn Meltzer
Executive Skills in Children and Adolescents: A Practical Guide to Assessment and
Intervention by: Peg Dawson
Smart but Scattered: The Revolutionary “Executive Skills” Approach to Helping
Kids reach their Potential by: Peg Dawson and Richard Guare
Disruptive Mood Dysregulation Disorder
The core feature of disruptive mood dysregulation disorder is
chronic, severe persistent irritability. Temper outbursts
typically occur in response to frustration and can be verbal or
behavioral (the latter in the form of aggression against
property, self or others).
Resources:
Lost at School: Why are children with behavioral challenges are falling
through the cracks and how we can help them By: Dr. Ross Greene
www.livesinthebalance.org (web-site for Collaborative Problem Solving)
Oppositional Defiant Disorder
The essential feature of oppositional defiant
disorder is a frequent and persistent pattern of
angry/irritable mood, argumentative/defiant
behavior, or vindictiveness. The symptoms of
the disorder often are part of a pattern of
problematic interactions with others.
Resources
www.livesinthebalance.org
Lost at School by: Dr. Ross Greene
The Explosive Child: A New Approach for Understanding and Parenting the
Chronically Inflexible Child by: Dr. Ross Greene
Your Defiant Child: Eight Steps to Better Behavior: 2nd Edition by: Dr. Russell
Barkley and Christine M. Benton
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Psychology
www.apa.org
Web-site for the American Psychological Association. Helpful assessment
and treatment information can be found at this site about all psychological
disorders.
www.nasponline.org
Web-site for the National Association of School Psychologists. Helpful
information can be found at this site about children and adolescent mental
health, school resources and interventions, and information about school
psychology
www.gaspnet.org
Web-site for the Georgia Association of School Psychologists (GASP).
Helpful information can be found at this site about school safety, crisis
intervention, and student mental health.
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Reading
http://www.starfall.com/
 Phonics, phonemic awareness, sequencing, reading fluency, repeated
readings
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http://specialed.about.com/od/wordwalls/a/families.htm
Word families flashcards already prepared
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http://specialed.about.com/od/literacy/a/dolch.htm
 Dolch words flashcards already prepared divided by categories (preprimer, primer, 1st, 2nd, and 3rd)
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http://www.vocabulary.co.il/
Building vocabulary through match game using flashcards
www.freerice.com
 Learn vocabulary, math, science, social studies, chemistry, geography,
and foreign languages through answering multiple-choice questions.
Correct answers lead to rice being donated to third world countries.
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Language Arts
http://www.literacycenter.net/lessonview_de.htm
Capital/lowercase letters
Handwriting
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http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/english/beatri
x/index.htm
 Creating sentences
 Chronological order of words
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http://www.gigglepotz.com/writingone.htm
Writing prompts by month/theme
Short sentences fill in the blank
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Math
http://www.funbrain.com/kidscenter.html
Educational games to enrich basic math facts by grade level
http://www.internet4classrooms.com/skills_1st.htm
Counting by two’s, by ten’s, etc..
http://www.toonuniversity.com/flash.asp?err=569&engine=
http://www.aplusmath.com/cgi-bin/flashcards/money
Counting coins
www.khanacademy.org
 Excellent teaching of math concepts across elementary,
middle, and high school concepts
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www.learnzillion.com
Free tutorial videos on various math topics.
www.ixl.com
Free web-site where children can practice
specific math skills for each grade level
www.ricksmath.com/
Pre-kindergarten to high school students
looking for a better understanding of math
will find over 4,800 problems to help them
improve their skills. Problems can be printed
in worksheet form.
Behavior
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Intervention Central
www.interventioncentral.org
Collaborative Problem-Solving
www.livesinthebalance.org
What Works Clearinghouse
Http://ies.ed.gov/ncee/wwc/
Positive Behavior Support
http://flpbs.fmhi.usf.edu/
http://www.pbisworld.com/
http://specialed.about.com/cs/behaviordisorders/a/behaviorcontrac.htm
Behavior contracts
http://drwilliampmartin.tripod.com/classm.html
Compilation of behavior management resources