SPD 570

Submission Ide: e4eebb23-97d7-4732-9f9d-7a53a6803255

88% SIMILARITY SCORE 1   CITATION ITEM 16   GRAMMAR ISSUES 0   FEEDBACK COMMENT Internet Source   0% Institution   88%

Juanita Mckay

Clinical Field Experience D: Intervention Implementation

Summary

 506 Words  

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The teacher that I observed had been in special education for many years. She teaches

third and fourth eighth graders. She is assisted by two paraeducators who assist her and the kids.

The teacher and I devised a lesson for the children depending on the info we obtained from the

 assist, assistance (help): assisted  help

 Spelling mist...: paraeducators  para educator...

Field Experience D

Student’s Name

Institutional Affiliation

Course

Date

most recent classroom sessions.

The Student Identified Needs

I have continued to concentrate on the same student for this assignment as I did for the

last one. As previously stated, the student's major impairment is Autism Spectrum Disorder

(ASD), his secondary disability is hard of hearing, and he exhibits maladapted behaviors that

necessitate tier two care. Furthermore, as I said in my second field assignment, the youngster is

performing behind his peers; he is now performing at a first or second grade level in arithmetic

while being in sixth grade. The student's most troublesome areas include challenges with focus

and difficulty with multi-step assignments.

The Student Performed on the Math Activity

The teacher and I picked an exercise that was centered on addition once again. The

learner received twenty dried beans from her mother. The pupil was then given step-by-step

instructions to count out two different amounts of beans and then add them together. The teacher

and I employed the following supports to target the areas where the student need the greatest

assistance: chunking, a token economy, and the usage of a task analysis. The student was able to

successfully finish the task and answer eight of the 10 questions correctly by employing these

assistance.

How the Student Can Utilize the Strategies at Home

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With the help of an adult, any of these techniques may be used at home. Token

economies are a tool that parents may use to get their children to do something they don't want

them to do. When a learner has earned all of their tokens, they can choose their chosen prize.

When a youngster is given a task, his or her parents can break it down into step-by-step

instructions, rewarding the learner with verbal praise and tokens when the steps are completed.

Finally, for often performed tasks that the student finds difficult to accomplish, parents can offer

a task analysis on how to finish the activity to the student.

Future Practice

My clinical field experience for this course has given me a wealth of information that I

will use as I prepare to teach special education. This includes modifications to the chunking and

task analysis methodologies that I would make. I found that combining them was sometimes

confusing and exhausting for the pupil. This, I feel, is due to the fact that the task analysis

provides the student with all of the work's phases, but the evaluation simply focuses on one part f

the task. As a result, I shall not pair these two supports in the future. However, for all of my

pupils, I will continue to employ a token economy, which I will combine and match with

additional assistance. Similarly, this experience has reminded me that each kid learns in a unique

way, and it is critical to meet each student where they are and gradually aid them in progressing.

 assist, assistance (help): assist  help

 obtain (get): obtained  get

 Student: Submitted to Grand Canyon University

 Spelling mistake: maladapted  adapted

 Three successive sentences begin wit...: The

 Three successive sentences begin wit...: The

 Three successive sentences begin wit...: The

 assist, assistance (help): assistance  help

 Three successive sentences begin wit...: The

 Grammatical problem: u...: these assistance

 verb accomplish (do, archiv...: accomplish  do

 Some phrases tha...: due to the fact ...  because

 Redundant phrase: all of the  all the

 assist, assistance (help): assistance  help

 Possible wordiness: in a unique way