625 GROUP Work

Welcome to Class 9!

For Class 8 you were to complete the following:

· Read: Chapter 9 (Galvan & Galvan, 2017) and post answers to questions in Class 8 activities (Sat. Post)

· Due: Rough Draft of Fleshed Out Outline w/reference list (Sat. Post)

· Due: Post Class 8 Self-Evaluation in Class 8 Assessment Assignment folder (Sat. Post)

For Class 9: 1. Please critique your groups outline by Class 9 Wednesday posting time. NOTE: Retrieve their outline that was posted in Class 8 discussion. Post their critiqued outline and answers to the following questions regarding their outline in Class 9 Discussion. 2. When you review your group members’ outlines, please consider the following questions and comment on each.

a. Are the main topics of the goal/s and objectives included in the outline? b. Are the topics, subtopics, and details in a logical progression? c. What should be added? d. What should be removed? e. Are the citations accurate? f. Count the number of times each work is cited. Is one resource overused? g. Does the author weave together the studies (compare and contrast findings) or does the author discuss one study and then move on to the next? h. Are all resources used in the outline included in the reference list? i. Other ???

3. Revise your outline and the reference list using peers’ comments, professor comments, and the feedback from Microsoft Copilot. The process to use for Microsoft Copilot is detailed in the Feedback Assignment Using AI located in Class 9 D2L. When completed post the following in the Literature Review Outline Assessment folder in D2L by Saturday posting time.

a. Your original literature review outline. b. Your annotated bibliography c. The prompt and feedback received from Microsoft Copilot d. Your revised literature review outline with goal and reference list

4. Read chapters 10 & 11 and Model Literature Review 6 (Galvan & Galvan, 2024). This week’s activities will prepare you to start writing your literature next week.

Answer activities/questions at the end of Chapter 10 and Chapter 11. Use the Model Literature Review 6 as the reference literature review. It is suggested you read Literature Review 6 first, then skim the questions, then start reading Chapter 10. You will notice that there is a question for each section of the chapter, so it may be easier to answer the questions as you read. Post answers to the questions for Chapters 10 & 11 in the Class 9 Self-Evaluation Assessment folder (Sat. Post). No discussion this week.

5. Complete and post Class 9 Self-Evaluation in Class 9 Assessment Assignment folder (Sat. Post)

Enough for this week!!! I look forward to reading your perfected outlines!!

Overall, for Class 9 the following are due:

· Critique group members’ outline. NOTE: Retrieve their outline that was posted in Class 8 discussion. Post their critiqued outline and answers to questions listed in Class 9Activities regarding their outline in Class 9 Discussion (Wed. Post)

· Due: Final Fleshed out Outline & Reference List. Post in Class 9 Discussion and the Literature Review Assessment folder (Sat. Post)

· Read: Chapters 10 & 11 and Model Literature Review 6. Post answers to the activities/questions posted at the end of each chapter (Chapter 10; Chapter 11) in the Class 9 Self-Evaluation Assessment folder (Sat. Post). No discussion this week.

· Due: Post Class 9 Self-Evaluation in Class 9 Assessment Assignment folder (Sat. Pos

Name:

Date:

SPED 625: Class 9 Self-Evaluation Rubric

Class Assigned Items. Check the box as completed.

	1. Critique group members’ outline. NOTE: Retrieve their outline that was posted in Class 8 discussion. Post their critiqued outline and answers to questions listed in Class 9 Activities regarding their outline in Class 9 Discussion (Wed. Post)
	2. Due: Final Fleshed out Outline & Reference List. Post in Class 9 Discussion and the Literature Review Assessment folder (Sat. Post)
	3. Read: Chapters 10 & 11 and Model Literature Review 6 (Galvan & Galvan, 2024). Post answers to the activities/questions posted at the end of each chapter (Chapter 10; Chapter 11) in the Class 9 Self-Evaluation Assessment folder (Sat. Post). No discussion this week.
	4. Due: Post Class 9 Self-Evaluation in Class 9 Assessment Assignment folder (Sat. Post)

Rubric

Content (8 points possible): Check the box for points awarded.

	Exemplary (8 points): Gives very specific information, addresses all assignment components, and clearly illustrates critical and reflective thinking. The response/completed work is well thought out.
	Meets Expectations (6 points): Contains specific information and addresses all assignment components. The response/completed work is relatively detailed and shows some critical and reflective thinking. It is relatively well thought out.
	Developing (4 points): Has some specific information and addresses many of the assignment components but is not detailed. The response/completed work is poorly thought out.
	Poor (2 points): Is vague and does not address all assignment components. There is no evidence of having given the assignment real thought.
	Not Apparent (0 points): No assignment submitted or submitted late.

Technical (2 points possible) Check the box for points awarded.

	Exemplary (2 points): Execution is excellent. There are no grammar or writing errors. The writing reads easily and is well organized.
	Meets Expectations (1.5 points): Well executed with few grammar or writing errors. The writing reads easily and is fairly well organized.
	Developing (1 point): Execution is poor with many grammar or writing errors. The writing is hard to read and poorly organized.
	Poor (0.5 points): Very poorly written and very difficult to read. No organization is evident; reads like a last-minute effort.
	Not Apparent (0 points): No assignment submitted or submitted late.
/10	Total Points Awarded from Content and Technical Sections

Graduate Student Comments on Week’s Work (must comment):

Name: Caitlyn

Outline Draft

Topic:T he effects of explicit instruction in coping strategies on emotional regulation and classroom behavior among elementary students.

I. Introduction

A. Introduction and definition emotional behavioral disorder (EBD)

1. Difficulties with behaviour, emotions, and social development can all inhibit learning and access to learning. (Farrell, 2006, p.6)

2. Emotional regulation is not only an individual ability but also a fundamental element of pedagogical communication competence. (Thuy, Thu T.D.T., Thu T. N. T., & Kim, 2026, pg 99)

B. Definition of Emotional Regulation

1. Poor emotional regulation can lead to communication anxiety and reduced self-confidence, thereby negatively impacting the development of pedagogical competence. (Thuy, Thu T.D.T., Thu T. N. T., & Kim, 2026, p. 102)

C. Paper Organization

II. Disruptive behavior symptoms

A. Off Task Behavior

1. The definition included engaging in out-of-seat behavior (i.e., bottom not in contact with chair), manipulating objects not related to the task, physically touching other students when not related to the task, drawing/writing when not related to the task, humming, whistling, and talking to another student when not allowed. (Ramirez, Hawkins, Collins, Ritter, Haydon, Codding, 2019, p. 102)

B. Challenging or Disruptive Behavior

1. Examples of challenging behaviour are likely to include: ◆ self-injury; ◆ injury to others; ◆ damage to the surroundings; ◆ severe non-compliance; ◆ stereotyped movement or speech; ◆ faecal smearing; ◆ pica (habitually eating substances other than food, such as paper or dirt); ◆ unacceptable sexual behaviour, such as public masturbation or exposing the genitals to others; ◆ persistent screaming. (Farrell, 2006, p.7)

III. Sensory Regulation

A. Nervous System

1. These two regulatory systems keep the body balanced- most of the time. When the senses detect that something is out of balance, a message is sent to the correct imbalance. (Mouton-Odum & Golomb, 2021, p.18)

2. Another characteristic of children who have difficulties regulating their nervous system is that they tend to have rigid mind-sets or patterns of thinking. In other words, they are inflexible in either their thinking or their behavior. (Mouton-Odum & Golomb, 2021, p. 8)

B. Processing Challenges

1. As therapists, we have seen hundreds of children with emotional and behavioral difficulties, many of whom also struggle with these kinds of sensory differences. However, if we do not ask the right questions, this aspect of a child can be missed, and therefore the child's behavior is not fully understood, which makes successful treatment difficult. (Mouton-Odum & Golomb, 2021, p.14)

IV. Strategies

A. Positive Behavior Intervention

1. By increasing our understanding concerning the complexity of the effect of these antecedent variables on inappropriate and appropriate behavior, we will be able to design feasible and effective technology for developing preventative combinations for students with EBD. (Stichter, Sasso, & Jolivette, 2004, p.176)

B. Increasing self-managed coping skills through social stories and apron storytelling

1. Social stories use pictures of the child engaging in desirable target behavior to enable the learner to consider his or her own behavior, as well as reactions from others. (Haggerty, Black, & Smith, 2005, p.42) 

C. Life Skills in education

1. If we take the idea that a skill is the ability to do something well, then ‘life skills’ in its broadest and most simplistic definition is to be able to do life well. But more commonly, it refers to skills that help a person through everyday tasks and to be active and engaged members of a community. (DeJaeghere, Murphy-Graham, Cohen, 2022, p.15)

2. Highlighting the core life skills elements across the discourse communities – critical ways of thinking, development of social and emotional competencies, and mastery of certain tasks and information – allows for a common set of broadly shared goals for life skills programming. (DeJaeghere, Murphy-Graham, Cohen, 2022, p.37)

D. Coping Skills

1. Coping skills include techniques such as relaxation, deep breathing, and coping statements that can be used before, during, and after difficult experiences. (Mouton-Odum & Golomb, 2021, p.122)

V. Why do we take so long to do it?

A. Timeframe

1. Indeed most teachers wait until 4th grade to decide about the course of any intervention (Rebelo, 2002). (Lopes, 2005, p. 353)

B. Effects of waiting

1. Research suggests that younger underachievers may be more prone to develop internalized disorders (e.g., anxiety, depression) than older underachievers because they struggle to succeed but keep failing (Lopes, 2001; Lopes et al. 2004).” (Lopes, 2005, p.350)

VI. Summary, Implications, and Conclusions

1. Summary of parts 1-V.

A. Summary of parts I-V

B. Implications

C. Conclusions

Example Paragraph

Challenging or disruptive behavior can often be aligned with off task behavior. Disruptive behavior disorders (DBD) refer to a group of conditions that typically share difficulties in modulating aggressive conduct, self-control, and impulses, with resulting behaviors that constitute a threat to others’ safety and to social norms (Milone & Sesso, 2022, p.1). When talking about challenging behaviors, it includes behaviors that act upon impulses, self-control and threating safety. Examples of challenging behaviour are likely to include: ◆ self-injury; ◆ injury to others; ◆ damage to the surroundings; ◆ severe non-compliance; ◆ stereotyped movement or speech; ◆ faecal smearing; ◆ pica (habitually eating substances other than food, such as paper or dirt); ◆ unacceptable sexual behaviour, such as public masturbation or exposing the genitals to others; ◆ persistent screaming(Farrell, 2006, p.7).Not only do challenging and disruptive behavior correlate, but there is also a lot of overlap with off task behavior. The definition included engaging in out-of-seat behavior (i.e., bottom not in contact with chair), manipulating objects not related to the task, physically touching other students when not related to the task, drawing/writing when not related to the task, humming, whistling, and talking to another student when not allowed (Ramirez, Hawkins, Collins, Ritter, Haydon, Codding, 2019, p. 102). Between these 3 categories there is a lot of comparison, but students may be identified with these sorts of behaviors based on intensity and frequency.

References

DeJaeghere, J. G., & Murphy-Graham, E. (2022). Life skills education for youth: Critical perspectives. Springer International Publishing. https://doi.org/10.1007/978-3-030- 85214-6

Farrell, M. (2006). The Effective Teacher’s Guide to Behavioural, Emotional and Social Difficulties : Practical Strategies. Routledge.

Haggerty, N. K., Black, R. S., & Smith, G. J. (2005). Increasing Self-Managed Coping Skills Through Social Stories and Apron Storytelling. Teaching Exceptional Children, 37(4), 40–47. https://doi.org/10.1177/004005990503700406

Lopes, J. (2005). Intervention with students with learning, emotional and behavioral disorders: Why do we take so long to do it? Education & Treatment of Children, 28(4), 345–360.

Milone, A., & Sesso, G. (2022). Disruptive Behavior Disorders Symptoms, Evaluation and Treatment. MDPI - Multidisciplinary Digital Publishing Institute.

Mouton-Odum, S., & Golomb, R. G., (2021). Helping your child with sensory regulation: Skills to manage the emotional and behavioral components of your child’s sensory processing challenges. New Harbinger Publications.

Ramirez, L. H., Hawkins, R. O., Collins, T. A., Ritter, C., Haydon, T., & Codding, R. (2019). Generalizing the effects of group contingencies across instructional settings for students with emotional and behavioral disorders. School Psychology Review, 48(1), 98–112. https://doi.org/10.17105/SPR-2017-0122.V48-1

Stichter, J. P., Sasso, G. M., & Jolivette, K. (2004). Structural Analysis and Intervention in a School Setting: Effects on Problem Behavior for a Student with an Emotional/Behavioral Disorder. Journal of Positive Behavior Interventions, 6(3), 166-177.

Thuy, H. V., Thu, T. D. T., Thu, T. N. T., & Kim, Y. T. T. (2026). Evaluating the Impact of Emotional Regulation on the Pedagogical Communication Skills of Students in Educational Training Universities: Evidence from Quantitative Analysis. Journal of Interdisciplinary Studies in Education, 15(5), 97–123. https://doi- org/10.32674/ryrzwd39