Cognitive Behavioral Intervention Approach

Running head: ASSIGNMENT TITLE HERE 1

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ASSIGNMENT TITLE HERE

Benchmark Assessment

Falayan Trotter

Grand Canyon University: SPE-359

4/3/2016

The term learning disability refers to the inability to process either one, two or more than one of the psychological processes that take part in the interpretation and processing of language manifesting itself as the inability to write, think, listen, read, calculating and to spell. (IDEA 04) A learning disability is a neurological disorder. (Ldonlineorg, 2016)

Normally, persons speculate that learning disabilities are common and resemble among those affected, which is not the case, as it greatly varies from an individual The cases among the victims too varies greatly. According the data collected it is believed that is caused by variation of the human brain functioning and how the brain processes information.

What people don’t know is that children with such disabilities are intelligent averagely, and they shouldn’t be confused to be dumb and sluggish. The fact remains that it is their brain that does process information in a different way. Despite the fact that the condition has no cure, children with such a condition can still be taught and trained to be top performers and achievers.

Identify a student who has a learning disability and answer the following questions: Fredrick

1. In which academic area(s) does the student struggle? Math

2. In which academic area(s) does the student have strengths? Reading

3. How does the student’s disability influence his or her ability to socially interact with others (social skills)? The student’s disability does not affect their social skills.

Part 3: Identify one area in which the student academically struggles. Math

1. Choose one skill you will teach the student using a learning strategy. Note: This strategy must be generalizable and have less than seven steps. Write a lesson plan following these steps based on Hunter’s model:

1. Learning objective (make sure you indicate the state and national standards related to this objective). (Texas) The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to:(A) recite numbers forward and backward from any given number between 1 and 120;

2.  Prerequisite skills needed in relation to this objective. To know how to count to 120 using ones and tens

3. Prerequisite skills the student currently does/does not have. Students does not have the ability to count to 120 by 2s and 5s.

4. Anticipatory set (remember, you want to motivate the student to learn this skill and indicate how learning the skill will facilitate learning in other areas). “Who would like to volunteer to count the class?” Have a student stand up and count the number of blocks Most likely, a student will count by ones to accomplish this task. Then ask the students, “Is there a faster way to count everyone.” If students don’t come up with it themselves, ask them if counting every other block would help

5. Lesson input Teacher will lead the class in a clapping game starting with ‘5 or 10 and counting to ’120’ by clapping and snapping on every other number and saying the next number. This will get the class warmed up and ready to complete the next task. After the class understands how to count to2 10 by ten’s and fives have each person in the class participate in counting by ten’s until each student has said a number.

6. Guided practice (remember to always use controlled materials when first introducing a skill) Have the class get into 4 groups and take out one sheet of paper and a pen or pencil. Tell students “We are going to practice writing to 120 by fives and ten’s. Each table group has one piece of paper. When I say ‘go’ the first person will write 5 or ten, the next will write 10 or 20, and so on until your table group has written by fives and tens all the way to 120.” Explain that the paper should be passed clockwise. Have the students repeat the instructions. When the groups are finished, they are to put down their pencils and look at the teacher. When each group has finished, the teacher will go around the room and check their papers

7. Independent practice (remember to not allow students to independently practice a skill until it is mastered and there is automaticity). Students will be tasked with right all of the numbers in tens to get to 120

Implement the lesson plan with the student and provide, in written form, a reflection with regard to effectiveness of the strategies. Also, please include a reflection indicating what you would do the same/different if you were to use this strategy again. Using the lesson plan with student to assist in the learning of counting to 120 using the clapping and stomping makes it fun. Student will have the ability to use the rhythm to assist with memory. Performing a fun action while reciting number from 0 to 120 sounds like a song and dance. I would continue to use this method with LD student who have dyslexia. Usually the strengths associated with dyslexia excitement, curiosity, having better oral abilities plus showing clear imaginations. Those students or pupils with dyslexia perform best in arts and sciences, music and creative design. Also, such students demonstrate visual thinking and excellent three-dimensional sentence.

What people don’t know is that children with such disabilities are intelligent averagely, and they shouldn’t be confused to be dumb and sluggish. The fact remains that it is their brain that does process information in a different way. Despite the fact that the condition has no cure, children with such a condition can still be taught and trained to be top performers and achievers.

Teaching a Student with Learning Disabilities

Teaching students with learning disabilities can be a rewarding job. The first things that has to be understood is the student. A student with dyslexia or learning disability with numbers or dyscalculia is still able to learn. Learners with dyscalculia often lack an intuitive grasp of numbers and have problems manipulating them and remembering number facts and procedures. (Edgehillacuk, 2014)

The Lesson Plan:

With the implementation of a well-designed lesson plan, children with learning disabilities precisely dyslexia can be transformed to be top performers. One such a plan is the one designed to help an elementary-aged child say grade 1 to3.

The sole of objective being to help such students improve on their math skills which will intern help them to learn and read effectively. Such a plan focuses on the principles of mathmatics by making use of modalities such as repetition in numbers. This plan should be conducted in a time frame of about 20 to 30 minutes well distributed in the course of the week. Depending on the number of students, size of the class and the age, a teacher may design the time to spend to check on the weekly work load.

It is advisable to set the classroom in terms of stations depending with the size of the class, the station are supposed to have varied modalities as students are supposed to shift after a successful lesson.

Assessing performance

Performance assessment is primarily centered on active participation and the completion of the successive set stations within the specified timeframe. Worksheets and projects can be used for assessments as students are supposed to adhere to them.

The Stations

a. Counting Block

The blocks are effective in counting usually placed one beside the other or on top of the other. Blocks are a better replacement for counting other than small objects that are lost easy. Basically such a station is fun to work with as children learn together with other children and friends.

b. Count Time

Count time allows students to listen to the audio counting songs. This gives students melodies why repletion of the count.

c. Use of numbers when speaking

This is meant to improve on the understanding of the students which will in turn contribute towards improving of the children around them counting. Counting with friends allow the students to be social and see that they are all learning together.

d. Pop Quiz

The teacher should make it habit for students to brainstorm themselves on word spelling and dictation. The pop quiz be in written form in the sense that a child dictates a word while the others write it down or verbal in the sense that the other pronounce or spell the word orally. The aim would be improving the modalities of spelling by reinforcing reading either verbally or written.

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e. Flashcards

Self-reflection of being able to identify the number when written out in numeric form.

To further better on this lesson plan and ensure the students with learning disabilities get the best in class I will ensure that I use counts tactics that I learned as a child. Using some of the methods that from different observation improvisioning ways to redefine whatever they have grasped.in addition to teaching the new lessons I will use my own creativity to come up with easy to follow examples, recognize the class work in a simplified context, enhance the application of what is learnt in class, ensure that they connect between the worked previously learned with that currently learnt.

To better ensure that the students understand it is better to create more opportunities for them basically to share among themselves, brainstorm, challenge themselves so as to have a different perception about learning.

Monitor how students learn and what students respond to, and what areas they need to improve in, and tailor your stations accordingly. Dyscalculia doesn’t just affect children’s performance in school – an inability to carry out simple arithmetical calculations impacts on everyday tasks like handling money, telling the time and reading maps, which can cause problems throughout a person’s life students practice spelling by writing, reading, speaking” (Edgehillacuk, 2014)

Conclusion

When considering teaching and writing, teaching sight words, phoneme awareness, phonics and spoken language should be prioritized. These techniques should be included in the curriculum in a strong language arts programs. listening, arranging, and playing!”

References

Ldonlineorg. Retrieved 13 April, 2016, from http://www.ldonline.org/ldbasics/whatisld

Edgehillacuk. (2014). News. Retrieved 14 April, 2016, from https://www.edgehill.ac.uk/news/2014/08/teaching-children-dyslexia-numbers

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

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