Content area I: Assessment, includes the task list items I-01: Define behavior in observable and measurable terms, and I-06: Make recommendations regarding behaviors that must be established, maintained, increased, or decreased (Behavior Analyst Certification Board, 2012). My submission for this content area is the Behavior Change assignment from SPE 565, which demonstrates how to define behaviors and make recommendations for behavior reduction, as well as the replacement behavior. The participant in this artifact had difficulty communicating his needs appropriately, particularly when engaging in sports activities with peers.…
The ABC and the ACT models share striking similarities but also distinct differences. Fundamentally, both models seek to provide insight and management of a crisis and encourage the development of healthy coping strategies and behaviors. The respective models focus on strengths as a way of identifying those interventions and strategies that will be most effective and rely heavily on establishing strong rapport and creating an environment where the clients feel safe and trust the provider administering the intervention. The ABC model is problem focused and should be administered within 4-6 weeks of the stressor (Kanel, pg. 45). The central focus of this model includes identifying the cognitions (thoughts) of the client as they relate to…
The traditional method for intervention puts students with a specific language at a disadvantage by identifying SLD students later. RTI enables teacher’s through consistent progress monitoring to identify SLD students early to receive more intensive interventions. RTI also brings together the general education teacher and the special education together to create effective and efficient interventions. The traditional model required the special education teacher and general education teacher to work independently. The traditional model had larger more crowded classrooms whereas, RTI has smaller class sizes that focus on more individualized instruction.…
Evidence-based Interventions The three activity would be the recurses before the implementing the intervention. I would use the assessment to judge what intervention would be more beneficial for David. Intervention One The first intervention would be to allow David to use assistive technology to do drill and practice programs to work on weak skills.…
An analysis of Response to Intervention (RTI) reveals progress in closing the achievement gap in Reading and Math. Numerous studies have been conducted on the effects of Response to Intervention (RTI) in closing the achievement gap in regards to ethnicity and race. Teachers use RTI in classrooms to encourage a positive impact on closing the achievement gap between various ethnicities. In this article, we will determine the effect of RTI on closing the achievement gap between three ethnicity groups; Hispanic, White and Black. Response to Intervention (RTI) is a program that is tiered based in order to assess, screen and evaluate students across subjects to determine the level of interventions a student needs.…
All three goals are evidence-based interventions and were created to provide occupational therapy services for Jane twice a week for about 40-45 minute session. Two interventions, such as finger-feeding and play or social participation and play, will be implemented in each session to make it dynamic. In addition, caregivers will be educated during the intervention so that they can continue assisting the client when OT service is not provided. Feeding…
The Check, Connect, and Expect Program (CCE) is a Tier Two SWPBIS intervention model (Cheney et al., 2010, p. 153) and is based on the 15-year research and implementation of Check and Connect (C&C; Sinclair, Christenson, Evelo, and Hurley, 1998, as cited in Cheney et al., 2010, p. 153) as well as the Behavioral Education Program (BEP) (BEP; Crone, Horner, & Hawken, 2004 as cited in Cheney et al., 2010, p. 153). In the process of CCE, a compassionate adult commits to daily interaction with targeted students with behavior issues that do not conform to Tier 1 intervention strategies (Cheney et al. 2010, p. 153). These positive adults (also referred to as “coaches”), mentor these at risk students and provide feedback on both academic and social development (Cheney et al., 2010, p. 153). In addition to being positive role-models to these socially at risk students, CCE coaches provide guidance in acquiring appropriate social skills and are taught self-regulating coping skills before exiting the program (Cheney et al., 2010, p. 153). Check-In, Check-Out, Basic-Plus Phase, Self-Monitoring, and Graduation Check-In…
Intervention Planning For this intervention plan, I will examine the case of “Peter” and determine who will be included in this intervention process, the specific intervention model and procedures, how I will evaluate the intervention I choose, and the ethical challenges I may encounter with Peter. In this plan I will focus on and recommend an intervention for the moderate Major Depressive Disorder (MDD) symptoms Peter is experiencing. Inclusion in the Intervention Process…
As I explained to him what the FIT scale actually was and how this was going to help me understand his point of view more clearly, I realized that he was excited to help me in my job as an intern case manager. He knew from previous sessions that I took his input very seriously which made him more receptive of the intervention. As I explained the specifics during the first session, he did not ask to much in depth about the scale. As we continue to use the scale the following weeks, I notice that he had developed a good understanding of how this was…
With two months of exploring and practicing the Core Intervention Model at Ellwood Elementary School in the city of Goleta, CA, I (Xiaowei Qi, University of California Santa Barbara) participated in three sessions, tutoring kids in kindergarten and students in the second and fifth grade. My supervisors were Amanda Sweigart (the fifth grade), Samantha Farver (the second grade), and Judith Quintero (kindergarten). Regarding the journals about my experience as a tutor, among the three sessions, fifth graders learn independently, quietly, and quickly. Almost all the students in this class worked hard with great participation and fully focused their attentions on the tasks.…
The practice problem that this writer chose was psychiatric patients that are boarding in the emergency room that do not have a therapeutic environment to start his or her recovery process. The evidence-based model that correlates with this practice problem and that can be implemented in the emergency room is the Iowa model of evidence-based practice to promote quality care (McEwen & Wills, 2014, p. 267). This writer believes that this evidence-based model is appropriate for the practice problem because it is used to provide quality care to the patients and by implementing a therapeutic environment for the psychiatric patients that are boarding in the emergency room the staff members are able to provide this specific population quality care.…
To me to intervene in practice with individuals, families, groups, organizations, and communities means social workers know about evidence-based interventions to help achieve the goals of individuals, families, groups, organizations, and communities they work with. Social workers understand the theories from all course work and critically evaluate and apply what we know to successfully help clients meet their goals. We realize that inter-professional and interdisciplinary collaboration is important to helping clients. We use what we understand about human behavior, person-in-environment and theoretical framework with our clients. We advocate and mediate with and for clients to ensure goals are met.…
Supervised interventions were proven to effectively provide short-term and long-term functional outcomes. A study by Maul et al.[49] states that supervised physical training within a span of three months aids the management of low back pain among hospital employees. It also states that supervised intervention can give both short-term and long-term benefits in terms of improved functional capacity and decreased low back pain.…
Premises Reality therapy is based on the premise that people conduct themselves in certain ways in order to satisfy their needs (belonging, power, freedom, and fun, and survival) (Gladding, 2016). When people encounter problems, it is because one of these needs are not being met. Reality therapy is concerned with the cognitive and behavioral aspects of people, with the idea that people choose (the cognitive aspect) certain behaviors (the behavioral aspect) and that if people can become aware of their needs and find better ways to meet those need so that they do not practice destructive behaviors. Rational-Emotive Behavior Therapy (REBT) is similar to reality therapy in the way that it is also concerned with cognition and behaviors.…
Feedback- Informed Treatment Reflection Feedback-Informed Treatment empowers clients to use their voices to improve treatment. The therapist does not frequently ask how the client is doing or evaluate their own treatment throughout the therapy process. This two-way process provides feedback from the client and therapist’s perspective on the progression of the work done. How is the client benefiting from the services?…