In participating in my senior experience, I participated in tutoring children with learning disabilities. I began this experience working a special education classroom and eventually narrowed my analysis down to one student. How well does this student focus in a normal classroom setting? Is he able to complete the homework without assistance of an aid? The methodology that I used to conduct my findings was simple. I separated this student from the rest of the classroom, as other peers seemed to be a distraction to him, and worked with him privately one on one. His reading comprehension skills could use some work. He had a hard time understanding what he read and being able to answer questions about what he had just read. In order to make things
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Together we worked in a corner of the classroom or the conference room in the office. This helped him better be able to focus on the task at hand. I also read questions and passages out loud to this student in order for him to understand the assignment or test. The Child Development Institute says when having difficulty sustaining attention to tasks or activities, use the following strategies, “Reward attention. Break up activities into small units. Reward for timely accomplishment. Use physical proximity and touch. Use earphones and/or study carrels, quiet place, or preferential …show more content…
It was something that I could easily implement in his everyday study time. After Carter had successfully completed his work, he was rewarded by being able to play card games such as UNO. The Journal of Abnormal Child Psychology illustrates, “The effects of reward schedule (100%, 50%, and 30%) and termination of rewards (extinction) on 30 attention deficit disorder with hyperactivity (ADD-H) and 30 normal children were studied using measures of frustration (speed/strength of lever pulling) and attention (reaction time to a light signal). The groups did not differ on the attentional measure on 100% reward.” This helps explain that rewards systems work extremely well for any type of children, but are almost necessary in the case of special needs
Together we worked in a corner of the classroom or the conference room in the office. This helped him better be able to focus on the task at hand. I also read questions and passages out loud to this student in order for him to understand the assignment or test. The Child Development Institute says when having difficulty sustaining attention to tasks or activities, use the following strategies, “Reward attention. Break up activities into small units. Reward for timely accomplishment. Use physical proximity and touch. Use earphones and/or study carrels, quiet place, or preferential …show more content…
It was something that I could easily implement in his everyday study time. After Carter had successfully completed his work, he was rewarded by being able to play card games such as UNO. The Journal of Abnormal Child Psychology illustrates, “The effects of reward schedule (100%, 50%, and 30%) and termination of rewards (extinction) on 30 attention deficit disorder with hyperactivity (ADD-H) and 30 normal children were studied using measures of frustration (speed/strength of lever pulling) and attention (reaction time to a light signal). The groups did not differ on the attentional measure on 100% reward.” This helps explain that rewards systems work extremely well for any type of children, but are almost necessary in the case of special needs