Standard 6 Summary

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As stated in the InTASC Model Core Teacher Standards, Standard 6 addresses assessments. The standard states: “The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.” To me, we are constantly challenged in using multiple methods of assessment to engage learners in their own growth. By first identifying our student’s learning objectives and content standards we are able to align each assessment to those objectives. Therefore, by using our knowledge of Standard 6, the teacher will integrate the instructional practice to provide immediate feedback to reinforce our student’s learning and to modify instruction were …show more content…
I collected data from a variety of assessments when creating the AAMR report. By using multiple assessments, I was able to apply my knowledge of Standard 6, by integrating my instructional practice to provide immediate feedback to reinforce my student’s learning and to modify her instruction. After completing each section in the AAMR report I indicated in my summary that according to the data collected and due to Bethany’s limited ability an overall IQ score was not obtainable. In 2012, Bethany was re-evaluated by the school psychiatrist to obtain her current IQ score, and was unable to complete a mental status exam due to her limited ability and behavior. Although, in 2008 and 2015, the Vineland Adaptive Behavior Scale was administered to measure Bethany’s level of performance in daily activities, and had an overall functioning level in the Moderately Disabled range. Therefore, Bethany has met the criteria for mental retardation. By looking at Bethany’s support needs profile, the supports needed have been put into place for her to be in the least restrictive environment, and to help continue her development across all domains of her life. Along with providing the supports in each domain and the support she receives from her family and school, Bethany should continue to improve across all domains of her …show more content…
The results of the intervention were in two different locations, the group table and the lunch room. The mean duration of tantrums with self-injurious behavior during baseline A1 for the group activity was 15.4 minutes (range 4-35 minutes). The mean duration of tantrums with self-injurious behavior during baseline A2 for the group activity was 17.75 minutes (range 3-30 minutes). With the implementation of vibrating stimulation and wrist weights, the mean duration of tantrums with self-injurious behavior, decreased to 10.75 minutes in intervention B1 (range 8-14 minutes). The mean duration of tantrums with self-injurious behavior during baseline A1 for lunch was 10 minutes (range 4-15 minutes). The mean duration of tantrums with self-injurious behavior during baseline A2 for lunch was 13.75 minutes (range 3-22 minutes). After intervention, the mean duration of tantrums with self-injurious behavior, decreased to 9.6 minutes (range 3-17 minutes). With the steady decrease of duration of tantrums with self-injurious behavior the combined total mean of duration in both environment was 12.5 minutes and the total mean of duration decreased to 10.2 minutes with the implementation of vibrating stimulation and wrist weights. The results of this intervention support the findings that vibratory stimulation and wrist weights are successful techniques used to decrease tantrums with self-injurious behavior. In

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