Personal Reaction
I think that this video was showed a classic example of conduct disorder. I really felt bad for Ashley because it seems that she just does not know any better. Her two older brothers have been in trouble with the law, which has caused Ashley to believe there is nothing wrong with being a criminal. Ashley also talked about her parents’ homes as Dad’s house and Mom’s house. Ashley’s home life has been so unstable that she does not act as if she has a home to call her own. I do have a problem with Ashley’s school situation. Apparently someone has told her that she is in the behavioral disorder classroom because she is a bad kid. It does not seem that her school is taking the time out to teach her behavioral management skills or coping skills. She acts as if the teachers at school do not care for her at all.
Essential Points
How a Conduct Disorder Looks. Ashley does not act as if she cares for anything or anyone but her mother, father, and little brother with Down Syndrome. Ashley knows that her behavior will have some serious implications on her future, but cannot clearly define a need to alter such negative behaviors. Ashley is said to have oppositional defiant disorder and attention deficit hyperactivity disorder, but refuses to take her medication because she does not like how they make her feel. Ashley obviously has anger issues because she states that she likes to anger with people because it is fun. She purposely picks on kids that do better than her in school and do the right thing. Ashley is selective about who she chooses to treat in a disrespectful manner; she will not pick on anyone who is slow because she knows how it makes her brother feel when others pick on him. Ashley states that arguing and fighting keeps her from feeling bored. Ashley has control issues and becomes angry if she is not allowed to control situations and people. Ashley admits that she can control her behavior if she wants to, but she doesn’t want to so her behavior gets out of hand. Ashley drinks and smokes at thirteen years of age. When beating up people, Ashley states she knows when it is getting out of hand and will stop to keep from hurting people. Though she has beat up other students, Ashley does not believe she has ever hurt anyone. Ashley says it is “kind of fun” having oppositional defiant disorder, because it lets her argue and gets her in trouble. Ashley has been arrested, is a risk taker, and believes she should “stand up to everything.” Ashley says she could care less if she gets arrested. When Ashley is acting unruly she does not think about the negative consequences of her behavior until she gets in trouble.
Affects of Conduct Disorder on Education. Ashley does not go to school because she has been expelled for fighting. She says that she wishes she were a “goody two shoes,” so that she could do her homework, do good in school, not fail, and stay out of behavior disorder classes that are for bad kids. Ashley starts arguments with teachers because she becomes bored and wants to have fun. She does not like being out of school because she misses her friends and is very bored at home. Ashley states that she wants to be able to go back to school and be a good kid so that she can graduate and go to college. Ashley states that she does wants to be a pediatrician or a veterinarian. Ashley does not believe that anyone can do anything to help her and that no advice from counselors has been helpful. Ashley is most likely far behind her classmates in school.
Social Implications. Ashley does not seem to have a close relationship with her brothers. Ashley acts as if she is angry with her two older brothers. She states that it is their own fault for ending up in jail. However, she is close to her brother with Down syndrome. Ashley states that she defies her parents’ rules and feels bad when she upsets them. She, however, shows little remorse for hurting others. Ashley does state that she has friends in school and she misses them very much. Ashley is defiant to all authority figures in her life. She states that her six counselors are useless and she never listens to a word they say. Similarly, Ashley ended up arguing with the police officer who came to question her about the windows she broke in the building next door to her home. The argument was the reason for Ashley’s arrest. As noted before, Ashley does not show respect to her teachers at school. Not only has she argued with them, it came out in the session that Ashley had hurt one in the fight that got her expelled from school. Ashley has inappropriate peer relationships, due to being placed in a classroom with only students with behavioral problems.
Application of the Essential Points
I feel this video will help me to understand how much of a difference teachers can make in a student’s life. Students like Ashley need, more than any other student, to have someone who really believes in them. If students with ODD/ADHD combination feel like no one cares and everyone has given up on them, then they will act out. Therefore, I hope I can be that one teacher that believes in them. I know that having students like Ashley in the classroom is going to be a challenge and hope that I will be able to be a positive role model in their lives. What I learned most from this video is to not argue with a student in the classroom. If I am having a problem with students like Ashley, hopefully I will be able implement the strategies suggested by Geoff Colvin in his video.
Wednesday, April 3, 2013
Tuesday, April 2, 2013
Chandra: Anxiety Disorder
Personal Reaction
I felt the video was very informative, and allowed me to see what depressive disorders might look like in a student. However, they spoke very little about anxiety, and I felt this was a better case for discussing depressive disorders than anxiety disorders. I know how anxiety attacks look for me, but I would have liked to learn how an anxiety attack might look in another individual so that I may understand what to look for in students.
Essential Points
What is Anxiety Disorder? For Chandra, anxiety disorder is a reaction to her extreme depression. She states that her anxiety disorder first showed up shortly after 9/11 when she was in the eighth grade. Chandra exhibited extreme depressive episodes that resulted in uncontrollable crying. She stated that she soon became isolated and would lie on the couch, eat and sleep. Chandra also stated that she often felt lost, alone, and paranoid that others were speaking about her. When Chandra began to feel down, she started cutting on herself because she felt a release. The episodes of cutting attributed to mixed feelings of happiness and pride, but also guilt. Chandra said that sometimes she not only felt depressed, but she also began to feel numb, which would lead to more cutting. Chandra also stated that she began to feel physiological responses to the bouts of depression such as stomachaches and headaches. Chandra also stated that her parents have a history of mental illness. She said all of her maternal relatives have been diagnosed with depressive disorders, and some of her paternal relatives have been diagnosed with bipolar disorder, attention deficit hyperactive disorder, anxiety disorders, and schizophrenia.
Affects of Anxiety Disorder on Education. Chandra’s grades suffered as a result of her disorder. She was no longer a good student or a popular student. Chandra stated that public school was too overcrowded, which added to her anxiety. At public school, Chandra felt lost and alone, and she spent most of the time crying in the restroom. Because teachers did not understand her disorder, they began to treat her differently and ignore her. Chandra spent a month and a half out of school, which means she was behind her peers. Chandra’s inability to thrive in the public school setting led to placement in a special school for students with mood disorders. Chandra states that her grades are much better and she is the president of the student council for the second year. Coping skills have been placed directly in Chandra’s individual education program, which gives her the opportunity to learn how to deal with stressful situations.
Social Implications. Chandra social life was affected by her depressive/anxiety disorder. When she first began to show signs of the disorder, Chandra’s friends stopped talking with her. She states that she knew the reason is that her cutting scared them. Other students it the school began to treat Chandra as if she were a freak. Chandra began to become isolated in her school, even the teachers failed to be socially active with her. Chandra felt tremendous amount of guilt for the affects her behavior had on her family members. She states that her brother was confused and scared for her. However, he first felt that Chandra was faking. Now that he understands the disorder, her brother is a source of support, and he is nicer and speaks with her more. When Chandra is down, her brother helps her and makes things for her. Chandra’s parents both have mental illness. Due to the stress of having to deal with their own illness, Chandra felt her problems overwhelmed them. She does state, though, her understanding of her own illness helped Chandra to begin to understand her parents’ mental illnesses. Chandra states that she now has a lot of friends who are supportive and understanding of her difficulties, because they too have mood disorders.
Application of the Essential Points
I feel this video will help me to understand that some children in my classroom may not be able to control depressive moods or behaviors. I have learned that I need to not isolate these students from the classroom. Instead, I should let them know that I am there for them, and they are not alone. Hopefully, treating students in a manner that I would wish to be treated would help them keep from feeling a sense of abandonment and isolation. I will be sure to watch for signs of depression and anxiety in my students so that I may be able to be a source of support for the student.
I felt the video was very informative, and allowed me to see what depressive disorders might look like in a student. However, they spoke very little about anxiety, and I felt this was a better case for discussing depressive disorders than anxiety disorders. I know how anxiety attacks look for me, but I would have liked to learn how an anxiety attack might look in another individual so that I may understand what to look for in students.
Essential Points
What is Anxiety Disorder? For Chandra, anxiety disorder is a reaction to her extreme depression. She states that her anxiety disorder first showed up shortly after 9/11 when she was in the eighth grade. Chandra exhibited extreme depressive episodes that resulted in uncontrollable crying. She stated that she soon became isolated and would lie on the couch, eat and sleep. Chandra also stated that she often felt lost, alone, and paranoid that others were speaking about her. When Chandra began to feel down, she started cutting on herself because she felt a release. The episodes of cutting attributed to mixed feelings of happiness and pride, but also guilt. Chandra said that sometimes she not only felt depressed, but she also began to feel numb, which would lead to more cutting. Chandra also stated that she began to feel physiological responses to the bouts of depression such as stomachaches and headaches. Chandra also stated that her parents have a history of mental illness. She said all of her maternal relatives have been diagnosed with depressive disorders, and some of her paternal relatives have been diagnosed with bipolar disorder, attention deficit hyperactive disorder, anxiety disorders, and schizophrenia.
Affects of Anxiety Disorder on Education. Chandra’s grades suffered as a result of her disorder. She was no longer a good student or a popular student. Chandra stated that public school was too overcrowded, which added to her anxiety. At public school, Chandra felt lost and alone, and she spent most of the time crying in the restroom. Because teachers did not understand her disorder, they began to treat her differently and ignore her. Chandra spent a month and a half out of school, which means she was behind her peers. Chandra’s inability to thrive in the public school setting led to placement in a special school for students with mood disorders. Chandra states that her grades are much better and she is the president of the student council for the second year. Coping skills have been placed directly in Chandra’s individual education program, which gives her the opportunity to learn how to deal with stressful situations.
Social Implications. Chandra social life was affected by her depressive/anxiety disorder. When she first began to show signs of the disorder, Chandra’s friends stopped talking with her. She states that she knew the reason is that her cutting scared them. Other students it the school began to treat Chandra as if she were a freak. Chandra began to become isolated in her school, even the teachers failed to be socially active with her. Chandra felt tremendous amount of guilt for the affects her behavior had on her family members. She states that her brother was confused and scared for her. However, he first felt that Chandra was faking. Now that he understands the disorder, her brother is a source of support, and he is nicer and speaks with her more. When Chandra is down, her brother helps her and makes things for her. Chandra’s parents both have mental illness. Due to the stress of having to deal with their own illness, Chandra felt her problems overwhelmed them. She does state, though, her understanding of her own illness helped Chandra to begin to understand her parents’ mental illnesses. Chandra states that she now has a lot of friends who are supportive and understanding of her difficulties, because they too have mood disorders.
Application of the Essential Points
I feel this video will help me to understand that some children in my classroom may not be able to control depressive moods or behaviors. I have learned that I need to not isolate these students from the classroom. Instead, I should let them know that I am there for them, and they are not alone. Hopefully, treating students in a manner that I would wish to be treated would help them keep from feeling a sense of abandonment and isolation. I will be sure to watch for signs of depression and anxiety in my students so that I may be able to be a source of support for the student.
Monday, April 1, 2013
Curriculum Based Assessment / Measurement
Campbell, Heather; Espine, Christine; Lembke, Erica; Long, Jeffrey D.; Ticha, Renata, and Wallace, Teri. (2008). Curriculum-Based Measurement in Writing: Predicting the Success of High-School Students on State Standards Tests. Exceptional Children, 74.2, 174-193.
The authors state the purpose of their study as to “examine the validity and reliability of curriculum-based measures as indicators of performance on state standard tests in writing” (174). The authors note that students with disabilities often struggle with writing, and 70% of all high school students are at levels below proficiency. Therefore, the authors suggest secondary teachers must have appropriate intervention strategies available. However, the authors also note that many of the studies done on curriculum-based measurement are done at the elementary level, few are done at the middle school level, and very little are done at the high school level. Because of this, it is difficult to address writing issues facing secondary students with learning disabilities, such as writing deficiency. The authors further assert that very little research is to be found on the effects of curriculum-based measurement on English Language Learners. This study consisted of 183 high school students from two large urban high schools. The results of the study reveal that writing samples that are 5 to 7 minutes in length that use the correct minus incorrect word sequence scoring procedure would be effective in determining student performance on state standard tests in writing.
Christ, Theodore J. (2006). Short-Term Estimates of Growth Using Curriculum-Based Measurement of Oral Reading Fluency: Estimating Standard Error of the Slope to Construct Confidence Intervals. School Psychology Review, 35.1, 128-133.
Christ asserts that curriculum-based measurement of oral reading fluency is used to show student growth and student level. Christ states the purpose of his study is to incorporate research-based estimates of the standard error of the estimate in order to produce “magnitudes for the standard error of the slope across a variety of progress monitoring durations and measurement conditions” (129). Christ gathered research to find relevant material on curriculum-based measurement and curriculum-based measurement of oral reading fluency. Of the two hundred thirty four studies, only three reported standard error of the estimate involving oral reading fluency. Christ’s findings show that the standard error of the slope is reduced when progress monitoring durations are lengthened, and the “standard error of estimate was used to estimate the likely influence of CBM-R measurement conditions” (130). Christ argues that four times more error is resulted from poorly controlled measurement conditions. The limitations to Christ’s study are the small sample size, none of the studies reported “the standard error of the estimate at the optimal levels,” and “some assumptions of ordinary least squares are violated when time-series data for individual students are evaluated” (131-132).
Cusumano, Dale L. (2007). Is It Working?: An Overview of Curriculum Based Measurement and Its Uses for Assessing Instructional, Intervention, or Program Effectiveness. Behavior Analyst Today, 8.1, 24-34.
Cusumano begins his article by giving an overview of the No Child Left Behind Act of 2001 and the Individuals with Disability Education Improvement Act of 2004. Cusumano states they have “further shaped educational goals with requirements that students’ academic experiences be enriched with high quality and research-based instructional strategies” (24). Therefore, Cusumano asserts Curriculum-Based Measurement is an effective method in addressing the needs of all students as set up in NCLB and IDEIA. Cusumano gives an overview of CBM and states that CBM is effective in monitoring student progress and highlighting students who are high-risk. Cusumano shows that CBM can be sued in assessing students reading, mathematics, spelling, and written expression skills. Cusumano outlines benefits of CBM to educators as setting up realistic goals, modifying curriculum, modifying instructional approach, and monitoring student performance. Cusumano’s study reveals that the students of educators who have been instructed on the use of CBM showed considerable gains in academic achievement.
McLane, Kathleen. (2008). Fact Sheet: Benefits of Curriculum Based Measurement. National Center on Student Progress.
McLane designed this fact sheet in order to explain curriculum-based measurement to parents. McLane asserts that curriculum-based measurement is the most effective way to measure student progress and allows teachers to develop methods to teach each student. McLane claims the benefits of CBM are as follows: they effectively measure the student’s true performance, the graphs are clear and easy to understand, the graphs can benefit parent/faculty communication as well as faculty/professional communication, the graphs can benefit Individual Education Program development as well as measuring the progress toward goals and objectives set-up in the IEP, the graphs can be important when addressing educational issues of each student as they are introduced to new faculty, the scores of CBM are easier to understand than traditional standardized assessments, the graphs can be used by students to allow them to self-monitor their progress and motivates students to reach their academic goals, CBM allows stakeholders to see if the instruction the student is receiving is effective, and CBM can be used to screen students in order to intervene if students are at risk.
Stecker, Pamela M. (2006). Using Curriculum-Based Measurement to Monitor Reading Progress in Inclusive Elementary Settings. Reading & Writing Quarterly, 22.1, 91-97.
Stecker introduces the reader to a fourth grade student, Max, who is falling behind his peers in reading development. Stecker provides an overview of curriculum-based measurement and states that oral reading fluency may not provide educators with skill deficiencies of individual students, but they can be used to gauge the student’s progress. Stecker asserts that oral reading fluency and reading comprehension are correlated with one another. Stecker states the use of CBM is more effective than other data-collection methods because of the reliability and validity of the CBM, and CBM is effective in showing progress toward long-term goals rather than short-term goals. Stecker use Max’s situation to show how CBM may be implemented in order to needs of at-risk students. In Stecker’s article, she demonstrates collaboration between the general education and special education teachers of Max. Stecker the training of the general education teacher on how to administer oral reading probes. Once the teacher has become comfortable using the method to chart Max’s progress, the special education teacher suggests she administer the assessment to all of her students. In doing so, two more at-risk students were identified.
The authors state the purpose of their study as to “examine the validity and reliability of curriculum-based measures as indicators of performance on state standard tests in writing” (174). The authors note that students with disabilities often struggle with writing, and 70% of all high school students are at levels below proficiency. Therefore, the authors suggest secondary teachers must have appropriate intervention strategies available. However, the authors also note that many of the studies done on curriculum-based measurement are done at the elementary level, few are done at the middle school level, and very little are done at the high school level. Because of this, it is difficult to address writing issues facing secondary students with learning disabilities, such as writing deficiency. The authors further assert that very little research is to be found on the effects of curriculum-based measurement on English Language Learners. This study consisted of 183 high school students from two large urban high schools. The results of the study reveal that writing samples that are 5 to 7 minutes in length that use the correct minus incorrect word sequence scoring procedure would be effective in determining student performance on state standard tests in writing.
Christ, Theodore J. (2006). Short-Term Estimates of Growth Using Curriculum-Based Measurement of Oral Reading Fluency: Estimating Standard Error of the Slope to Construct Confidence Intervals. School Psychology Review, 35.1, 128-133.
Christ asserts that curriculum-based measurement of oral reading fluency is used to show student growth and student level. Christ states the purpose of his study is to incorporate research-based estimates of the standard error of the estimate in order to produce “magnitudes for the standard error of the slope across a variety of progress monitoring durations and measurement conditions” (129). Christ gathered research to find relevant material on curriculum-based measurement and curriculum-based measurement of oral reading fluency. Of the two hundred thirty four studies, only three reported standard error of the estimate involving oral reading fluency. Christ’s findings show that the standard error of the slope is reduced when progress monitoring durations are lengthened, and the “standard error of estimate was used to estimate the likely influence of CBM-R measurement conditions” (130). Christ argues that four times more error is resulted from poorly controlled measurement conditions. The limitations to Christ’s study are the small sample size, none of the studies reported “the standard error of the estimate at the optimal levels,” and “some assumptions of ordinary least squares are violated when time-series data for individual students are evaluated” (131-132).
Cusumano, Dale L. (2007). Is It Working?: An Overview of Curriculum Based Measurement and Its Uses for Assessing Instructional, Intervention, or Program Effectiveness. Behavior Analyst Today, 8.1, 24-34.
Cusumano begins his article by giving an overview of the No Child Left Behind Act of 2001 and the Individuals with Disability Education Improvement Act of 2004. Cusumano states they have “further shaped educational goals with requirements that students’ academic experiences be enriched with high quality and research-based instructional strategies” (24). Therefore, Cusumano asserts Curriculum-Based Measurement is an effective method in addressing the needs of all students as set up in NCLB and IDEIA. Cusumano gives an overview of CBM and states that CBM is effective in monitoring student progress and highlighting students who are high-risk. Cusumano shows that CBM can be sued in assessing students reading, mathematics, spelling, and written expression skills. Cusumano outlines benefits of CBM to educators as setting up realistic goals, modifying curriculum, modifying instructional approach, and monitoring student performance. Cusumano’s study reveals that the students of educators who have been instructed on the use of CBM showed considerable gains in academic achievement.
McLane, Kathleen. (2008). Fact Sheet: Benefits of Curriculum Based Measurement. National Center on Student Progress.
McLane designed this fact sheet in order to explain curriculum-based measurement to parents. McLane asserts that curriculum-based measurement is the most effective way to measure student progress and allows teachers to develop methods to teach each student. McLane claims the benefits of CBM are as follows: they effectively measure the student’s true performance, the graphs are clear and easy to understand, the graphs can benefit parent/faculty communication as well as faculty/professional communication, the graphs can benefit Individual Education Program development as well as measuring the progress toward goals and objectives set-up in the IEP, the graphs can be important when addressing educational issues of each student as they are introduced to new faculty, the scores of CBM are easier to understand than traditional standardized assessments, the graphs can be used by students to allow them to self-monitor their progress and motivates students to reach their academic goals, CBM allows stakeholders to see if the instruction the student is receiving is effective, and CBM can be used to screen students in order to intervene if students are at risk.
Stecker, Pamela M. (2006). Using Curriculum-Based Measurement to Monitor Reading Progress in Inclusive Elementary Settings. Reading & Writing Quarterly, 22.1, 91-97.
Stecker introduces the reader to a fourth grade student, Max, who is falling behind his peers in reading development. Stecker provides an overview of curriculum-based measurement and states that oral reading fluency may not provide educators with skill deficiencies of individual students, but they can be used to gauge the student’s progress. Stecker asserts that oral reading fluency and reading comprehension are correlated with one another. Stecker states the use of CBM is more effective than other data-collection methods because of the reliability and validity of the CBM, and CBM is effective in showing progress toward long-term goals rather than short-term goals. Stecker use Max’s situation to show how CBM may be implemented in order to needs of at-risk students. In Stecker’s article, she demonstrates collaboration between the general education and special education teachers of Max. Stecker the training of the general education teacher on how to administer oral reading probes. Once the teacher has become comfortable using the method to chart Max’s progress, the special education teacher suggests she administer the assessment to all of her students. In doing so, two more at-risk students were identified.
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