Social-Emotional

=Social/Emotional/Medical Notes and Resources=

What (and how) do we teach all students in this area?
Resources for professionals
 * Courtesy, civility, respect for others, self-discipline
 * Teamwork
 * Citizenship, moral values and contribution to the community
 * Culture of speech - how to communicate effectively orally, in writing, on the Internet.
 * [|4th and 5th r's] -- responsibility and respect.
 * Positive Behavior Self Management System: PBSS: Arizona Web site, [|Project Achieve], [[file:PBSS Proj ACH School Implemt Fact Sheet for JP 808.pdf]]Project Achieve Fact Sheet, [[file:PBSS DVD Training Guidebook 1.0.pdf]]DVD notes
 * [|IDEA Partnership] is dedicated to improving outcomes for students and youth with disabilities by joining state agencies and stakeholders through shared work and learning. Workspace of group is the [|SharedWork.org] website which is designed to support and facilitate the shared work that occurs.

IEP and Special Education

 * Specially designed instruction** -- adapting the content, methodology, or delivery of instruction to address the unique needs of the child and to ensure access to the general curriculum so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children. (From IDEA)

Counseling and IEPs

 * [|Here is a web site that has a lot of background information for parents and teachers on IEPs. It is from New York about preschool, but is in depth. Includes ideas for when/how often to do counseling and can be broadly applied.]
 * [|Here is another Web site which talks about services related to IEPs].

Web Sites

 * [|Wright's Law] - Special education law, education law, and advocacy for children with disabilities.

RTI - Response to Intervention

 * [|RTI Resources from the National Association of School Psychologists]
 * Key points
 * Three levels/tiers of modifications/interventions (in-class, small group, individual) - as needs get more acute
 * Both for academics and for behavior
 * Scientifically based interventions
 * Progress monitoring
 * Red flags for going to Tier III (From NASP-Listserve email by Guy McBride 12/9/09)
 * Student moves in from another district or area with interventions or services having been provided in the past.
 * Student moves in and appears to have had very different instruction, has gaps in learning, or comes from an area with different standards.
 * Parent requests an evaluation for special education.
 * More specialized assessment data is needed to determine the cause of the problem.
 * Student has been referred to the problem-solving team a number of times and specific strategies or specific instruction has been provided.
 * Student has had significant medical trauma or mental health concerns or issues.
 * Below 10th percentile on standardized group tests or CBM.
 * Student requires excessive individualized instruction, reteaching, and one to one assistance.
 * Student does not meet grade level standards and benchmarks in more than one academic area.
 * Student appears unable to participate in any academic activities.
 * Student is potentially harmful to self or others.
 * Behavior consistently interferes with learning of self or others in the classroom.
 * Behavior significantly disrupts the classroom´s functioning.
 * Severe behavior problems have been exhibited over time.
 * Disciplinary or office referrals occur on a regular basis.
 * RtI now finding two sets of students:
 * Unexpected underachievement - normally found by discrepancy model.
 * "Slower than average learner" (lower IQ, lower cognitive ability) - can respond to regular education that is slower paced, less complex, more repetitive, multi-modal and more practical?

Measurements

 * Suggested on the NASP listserve -- Social Skills Rating System (SSRS)
 * [[file:Ponitz et al 2009 - Structured obs of behavioral self-reg.pdf]]Self-regulation study of HSKT measurement

Resources

 * [|www.conflictcenter.org], [[file:Tips for Creative Anger Management.doc]]
 * [|Creative Therapy Store] (see catalog in office)
 * Center on Social and Emotional Foundations for Early Learning Website: [|www.vanderbilt.edu/csefel]., [|Pyramid Model]
 * Challenging Behavior Website: [].
 * Suggested books that looked good for anger management:
 * Bohensky, Anita, Anger Management Workbook for Kids and Teens
 * Golden, Bernard, Healthy Anger: How to Help Children and Teens Manage Their Anger
 * Traumatized children and adoption - notes from Dr. Ronald S. Federici*
 * [|Recommended books (gold standards by one psychologist)]

(start 1)Emotional disturbance (ED)

 * Impairment in affective regulation (anxious/depressed/unstable mood)
 * Low self-esteem
 * Tend to be rejected by others
 * Outbursts are reactive
 * Often feels regret

Students have to exhibit one or more of five major characteristics to a marked extent and over an extended period of time. These five characteristics include:
 * 1) An inability to learn which cannot be explained by intellectual, sensory, or health factors
 * 2) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
 * 3) Inappropriate types of behavior or feelings under normal conditions
 * 4) A general, pervasive mood of unhappiness or depression
 * 5) A tendency to develop physical symptoms, pains, or fears, associated with personal or school problems

Social maladjustment (SM)

 * 1) Low fear, low anxiety, low behavior inhibition
 * 2) High daring/reward seeking
 * 3) Preference for dangerous activities
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Insensitive to the emotional distress of others
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">Impaired conscience development

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">In contrast a student with a social maladjustment must exhibit one or more major characteristics to a marked extent and over an extended period of time. These characteristics included:
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Student meets DSM criteria for Conduct Disorder or Oppositional-Defiant Disorder
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Student engages in antisocial and delinquent behavior within the context of a deviant peer group
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">Student maintains social status within deviant peer group by engaging in antisocial and delinquent behavior
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Problem behavior is "willful;" individual is making a "choice" to do it and could stop the problem behavior if they desired
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">Problem behavior is purposive, goal-oriented, or instrumental; student engages in it to "get something they want
 * 6) <span style="font-family: Arial,Helvetica,sans-serif;">Student with SM does not have internalizing/emotional problems or mental health problems
 * 7) <span style="font-family: Arial,Helvetica,sans-serif;">Student with SM believes that behavioral rules should not apply to them, or that they should be able to self-select their own rules of conduct
 * 8) <span style="font-family: Arial,Helvetica,sans-serif;">Students with SM are shrewd, callous, streetwise, and lack remorse

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Notice the denominational differences; the student meeting emotional disturbance educational criteria has internalized behaviors, while the socially maladjusted student meeting the clinical definition is more externalized. (End 1)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(1) From [NASP-Listserv] Digest Number 4546 5/25/2009 Dr. Fred Johnson, Certified School Psychologist, Licensed Clinical Psychologist

<span style="font-family: Arial,Helvetica,sans-serif;">Note: The implication from the discussion is that ED student can receive SPED services while the SM student possibly cannot. The psychologists were talking about secondary age kids in their examples. The question one psychologist brought up is why not the SM? A question for further thought is what do we do when our students show SM characteristics in elementary or even preschool? What is our obligation to ED/SM students legally and morally?

Skills Deficit vs. Performance Deficit
Another discussion in NASP asks for SM characteristics -- do students know social skills? If they do they have a performance deficit brought on by impulsivity which can be related to ADHD.

Note: I think this concept -- skill deficit vs. performance deficit is a useful one to explore in all areas of learning and assessment.

Attention
Poor attention can be a result of the following: [From Dr. Fred Johnson, Certified School Psychologist, NASP-Listserv@yahoogroups.com, 5/26/2009]
 * ADHD
 * Depression
 * Lack of proper rest
 * Diet
 * Operational defiance
 * Curriculum over or under stimulating

504

 * [|FAQ]

Transition Plans
From NASP ListServe -- What should a college transition plan for 504 students have. This begs the questions -- what should we have for teachers, transition to next year, and transition to middle school both for 504, IEP, behavior plans, etc. The following is suggestions from the email as well as other ideas: [|Here is a link to the Office of Civil Rights (OCR) Web site for transitioning students to college].
 * Copy of plan especially including accommodations
 * Testing used to determine eligibility (i.e. psychological, IQ, achievement tests)
 * Give parent copy but always keep one if parent loses it

=Gifted and Talented=
 * Screening tests
 * COGAT (Cognitive Abilities Test); [|David Lohman, the current COGAT test author]
 * Otis-Lennon School Ability Test
 * Ravens
 * SB5, WISC-IV, WJ-III Cognitive, DAS, UNIT, or K-ABC-II
 * Naglieri Nonverbal Abilities Test - Second Edition (NNAT-II)
 * [|Gifted Education Press] - Gifted and Talented Quarterly

=Other Issues=

Weight
Weight bias in the classroom: tools for educators [|http://yaleruddcenter.org/what_we_do.aspx?id=200]

Parental Notification

 * Parental Notification Notes

Laws

 * [|IDEA Q&A], [|IDEA regulations Website]

Self-Esteem

 * [[file:Wood.Perunovic.Lee.PsychScience.2009.pdf]] Positive Self-Statements Power for Some, Peril for Others: Article and email 7/20/09 by Professor Joanne V. Wood, Department of Psychology, University of Waterloo. Postive statements (especially when far off internal message of those with low self-esteeem) may not help and may even hurt. Not much is known about how to affect lasting self-esteem improvement.