Samantha is a 1st grader that is actively engaged and participates in class activities. Prior to receiving handouts on pattern, the instructor read a short story on pattern while the students predicted the next sequence of the pattern. Following the reading, the students were given handouts to create patterns. At the same time, individual students were invited to come to the SMART board and create patterns using different colored geometric shapes. Walking around the room, I observed that Samantha appeared to be unable to comprehend the concept of patterns; she continued to place random shapes that did not repeat no matter how long or short the sequence was. I sat down with Samantha and used some questioning strategies to assist her understanding,
This task should be fun and interesting for the students. It is my hope that this activity proves to be successful for my students and helps them to understand the necessary learning objectives set forth.
During the human life, people experience grief, however, people choose to cope with their grief in various ways. Many talks to a family member, sleep or allow themselves to be sad to relieve the pain. When Tracy K. Smith’s (U.S. poet laureate) father passed, she believed that therapy would help heal her heartache. Years after Smith’s therapy sessions, she wrote “Savior Machine.” She clarifies at a common read at Southeastern Louisiana University, that it is “a poem about feeling freed to look at my life in a clear-eyed way” (Smith). In portions of her poem she also explains how the sessions enhance her acceptance of her father’s death. “Savior Machine,” allows her readers to view the results of her therapy and it reveals that she receives more
There are many things to learn from this article written by Donald Baer, Montrose Wolf, and Todd Risley. It is a very informing article in which you can learn about the current dimensions of applied behavior analysis. The seven dimensions mentioned are: applied, behavioral, analytic, technological, conceptually systematic, effective, and generality.
Upon arrival, the B.A.T. clinical team greeted Mrs. Hoogerwerf and Cody at the door. Cody responded “Hi” in high pitched voice, that sounded similar to Mickey Mouse. Mom reported that Cody’s high pitched Mickey Mouse voice occurs on a daily basis, clinical team suggested this behavior was a verbal stem. Cody’s elder brother was also present during the visit and greeted the clinical team. Mrs. Hoogerwerf directed the team to the family room. Then Cody went to his movement room. Cody’s movement room is in what once was the family garage, in the room has a ball pit, a couch, TV, hundreds of Disney movies, and hammock like swing. Mrs. Hoogerwerf, added that Cody goes to his movement room after school, to relax. Cody sat in the movement room with mom and the clinical team for about 20 minutes. During this time, we did Cody’s Thomas the Train puzzle and looked at Cody’s vast collection of videos’. Hoogerwerf reported that Cody takes down all his video’s every night and re-stacks them, it’s a ritual for him. Soon Cody covered his ears and then twirled his red scarf in his view point and he fixated on it with his eyes (visual stem). Mom then suggested that Cody becomes overstimulated by too many people talking and will cover his ears. In sum, Cody was able to sit and attend to puzzle for five minutes and complied with cleaning up puzzle pieces. Reportedly, Cody likes to clean up.
Tina is a 6.11 year-old, English-speaking female who was referred by her kindergarten teacher for language testing. Her kindergarten teacher stated concerns about Tina’s difficulty following directions, expressing herself in complete and grammatical sentences, and remaining focused during adult and peer conversations. Tina’s kindergarten teacher stated that Tina is a shy child who rarely participates during group discussions and does not normally initiate conversations with her peers. According to her teacher, Tina has a short attention span and displays difficulty with following more than one directive at a time. She is also bothered by loud noises and usually demonstrates this by placing her hands over her ears.
Mel Levine’s book, A Mind at a Time, describes many aspects of cognitive psychology and attempts to apply them to the educational system for young children. This book also makes suggestions for parents that have children with cognitive difficulties. The chapters in this book are designated to various aspects of cognitive psychology as they pertain to children. This paper focuses on chapter six in A Mind at a Time, which is titled “Making Arrangements: Our Spatial and Sequential Ordering Systems.” This is a very interesting chapter because it incorporates many aspects of cognitive psychology. In this chapter, Levine focuses on how children organize their world in terms of learning, thinking, and remembering.
Alison spent 12 years of her life learning how to learn. She was comfortable with conversation, but could not understand directions. This caused her a lot of self-esteem issues as a young child trying to fit in with all the other kids. She felt an enormous amount of pressure at both school and home. At age seven, she finally came to the realization that she just did not understand. That is when she began to develop coping mechanisms like asking others to repeat and clarify directions, spoken or written. She used the cues of those around her, and observed her classmates and reactions...
Last spring I was part of a tutor agency that provided activities to students from 1st – 6th grade. Such agency main purpose was to give students a set of mathematical problems or English pieces of reading in order for them to have an outstanding outcome on these two subjects at school. During my tutoring sessions I had a 4th grade student named Carolina who had a difficult time keeping focus, understanding the concept, and fully interested. She preferred texting in the middle of our session or making excuses to go to the restroom. I honestly felt helpless for her, and I didn’t know what to do and how to help her raise her grades. I realized that our tutoring sessions weren’t any help for Carolina since her mom showed me her grades which got worse. I finally decided to plan my tutoring session with her ahead of time, so I can make it interesting and more effective for her to learn but in a fun way. I choose to get different colorful cards, markers, and everything that could grave attention. When our session started I used those markers and cards to show her how to solve a mathematical problem by color coding every different step of the problem. Later, I asked her to show me the mathematical process she used in a similar problem by using those colorful cards and markers. Apparently, I make her use all these fun utensils that made the learning process more fun and effective. At the end of our session, I gave Carolina a quiz regarding the content we covered, and she did make a progress. I noticed that for Carolina the use of colors at every different step actually made her learn. Maybe it was due to the strategy that I showed her and the ability for her to remember those steps by associating them with each color which I was amazed an...
Typical deficits include lack of eye contact, dysregulation, and habits / patterns. During communication, Jelly can hold a conversation but lacks eye contact. She may hold eye contact for no more than three seconds at a time. Jelly’s dysregulation occurs during classwork and homework. Her emotions in performing certain tasks, such as writing, confuses her because of how far she needs to copy from the board and not recognizing the letters. Another emotion dysregulation occurrs during art class. Jelly needs to color in her sea creatures but cannot because other children were doing other activities that she wanted to. She was not able to understand that she needed to first complete her activity before moving on to the next. A habit, and can be described as an unusual attachment, is smell. Every time she opens a marker to color, she has to smell it. ...
The environment in which an infant is raise, has to do a lot with his/her development. I was surprise by this observation because there were different personalities. Loui was the child who interact more with the students in the classroom. Also, he was surprise of the things that he was able to do by using his gross motor skills. Charlotte imitate the behavior with the toys that were in the classroom. On the other hand, Benjamin was insecure child that needed to be near his mom/dad. I learned many things from this activity. I was able to understand the concepts because I related to the observation. This will help me in my future
She proudly tells everyone that she owns 43 coloring books and counting. Rose is very meticulous about staying in the lines of the coloring books. One day her babysitter drew Rose a picture, this fascinated Rose that the sitter didn’t need lines to make a wonderful picture, that she made the lines her self. Rose asked her sitter how she did that and her sitter told her that if you know the shape of something you can draw it. This is the first substage of the second Piagetian stage, Symbolic function substage. Rose knew what many objects looked like but she never knew that she herself could draw them until someone showed her how to do it. When Rose turned three years old she had a fascination with rocks. She and her rocks would talk all day to each other, but unfortunately all the rocks could do was talk, they could not move or breathe or see. Rose did not understand why her mother and father could not hear her rocks when they talked to them. Piaget called this animistic thinking. Rose thought that the rocks could talk but in reality, she was just thinking that they were talking. By age four all Rose would do was ask why this and why that, the one why question she was the most was why she had to go to bed if she wasn’t tired. Most parents call this the, “why stage”, but Piaget called it the intuitive thought substage. Rose thought that if she was not tired then she did not have to go to bed
By using observation method, a wide variety of behavior can be recorded. Picking through the garbage on the side of the road can reveal behaviors of fast-food customers, or sitting for only one hour in the university canteen can understand the gender differences in choosing (diet) meal, or even watching the customer’s behavior from deciding which yogurt to be taken off its store shelves in the supermarket can also answer the question: Are the customers be attracted by its appearance or flavor or price or brand or nutrition? The aim of this observation assignment is to evaluate and explain the different types of interactions between individual and groups present, as well as the environment in which these interactions take place. The field observation was conducted at the Vietnamese fast-food restaurant named “We love Banhmi” in Budapest, and the role adopted, was that of observer as a non-participant. Group structures as well as overall activity, patterns of behavior, and the duration and timing of such behaviors and interactions were observed and recorded. Sociological concepts pertaining to age, gender, and appearance were also noted and applied.
Nonverbal communication is rich in meaning. Everyone communicates through nonverbal gestures and motions. I realized that you can decipher a lot from an individual or individuals by just paying close attention to what they do, and that words are not really necessary. Watching two people interacting, I figured that they are really close by their space communication, eye language, and body movements.
It’s a warm sunny day in Vinland elementary school. The sun has made a rare appearance and is lazily creeping through the window, painting the normally grey walls a calming yellow. All the students are sitting at their desk drawing the rows and columns of sheep. Except one little girl. Her appearance matches her Norwegian town with her blond hair and light-colored eyes. She has been sitting at her desk explaining to her answer to her teacher. She did her math using her number and drew her sheep but for explanation all she wrote was “I used my brain.” She doesn’t know why she drew the sheep and writing the she multiplied 3x4 just seems redundant since that’s what the question asked her to do. The teacher wants her to write about how she used
The majority of the time I was with Mary we would read stories and do worksheets. Mary would do her best to read all of the words in the book. If she got stuck on a word, I would help her out. After I told her how to say a word or what it meant, she would repeat that word back to me so she would remember it. Mary caught on very fast to the material that we worked on. She would only have to ask about a word once and then she would recognize it if that same word came up again. She would ask questions when she did not understand a word or problem. I would do my best to explain to her what the question or word meant, and she usually understood. When we were talking and she did not remember what a specific word was in English, she would describe the word and use actions. I would guess the word and then she would continue on with our conversation. When Mary read out loud to me, her pace was slow and she would sometimes struggle with certain words. However, when she read to herself, which was in a whisper, she read at a normal to fast rate.