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¶ … Intervention
Early identification of learning disabilities in children is critical to the development of a child's abilities. Identification allows for tailored interventions sooner, which optimizes outcomes (Wilkinson, 2010). Unfortunately, a wide array of problems exists in attempting to identify a disability. Difficulties include the family's denial of problems and an incomplete evaluation. The authors discuss several approaches for identification of learning disabilities with a detailed discussion of each one (National Joint Committee on Learning Disabilities [NJCLD], 2007). After a discussion of risk indicators that may be linked with learning disabilities and protection factors linked with the lack of learning disabilities, the authors note that these indicators are not conclusive (NJCLD, 2007). The authors support systematic observation and comprehensive evaluation to assess learning disabilities (NJCLD, 2007). Finally,...
The authors suggest considering the child's strengths and needs and using "well-defined goals, objectives, content, materials, and support" (NJCLD, 2007). Effective instructional programs include classroom accommodations that vary from child-to-child. Here, the authors assert that special education services may be delivered to children with learning disabilities in a classroom that integrates those children with typically developing children (NJCLD, 2007). In doing so, there may be accommodations necessary to adjust for students with disabilities, but the typically developing children…
Works Cited
Fuchs, D. & Fuchs, L. (2009). Responsiveness to Intervention: Multilevel Assessment and Instruction as Early Intervention and Disability Identification. Reading Teacher, 63(3), 250-252.
National Joint Committee on Learning Disabilities (2007). Learning Disabilities and Young Children: Identification and Intervention. Learning Disability Quarterly, 30(1), 63-72.
Wilkinson, L. (2010). School-age children with autism spectrum disorders: screening and identification. European Journal of Special Needs Education 25(3), 211-223.
RTI Response to Intervention Response to Intervention (RTI) Over the past decade, rapid changes have occurred in general educational practice to increase the focus on early identification of and intervention for students considered at risk. The aptly named response-to-intervention (RTI) model of service delivery is generally described as a multi-tiered model whereby students receive interventions of increasing intensity, with movement from one level to another based on demonstrated performance and rate of progress
. The two hypothetical systems working on an individual's brain during the experience of addiction are complementary within and between system changes. The first counteradaptation results in a decrease in the transmission of dopamine and serotonin release during withdrawal phases of the cycle (Robinson & Berridge 2001). Effectively, dopamine and serotonin transmission is artificially increased beyond the normative range during drug use, then virtually stopped once the drug has left
Utay and Miller (2006) described a study in which researchers observed over 100 individuals with unresolved grief reactions. There were three phases of treatment employed with these individuals. The first stage of treatment involved cognitive structuring for the decision to grieve again and for procedure clarification. The second stage involved guided imagery for reliving, revising, and revisiting the scenes at which the loss occurred. The third and final stage involved
Several assessment tools are available, often using data collection sheets that include items such as direct observation and interviews with adults who closely interact with the student. In Justin's case, this group could include Carrie, the paraprofessional who works directly with Justin, in addition to the special education teacher, the speech and language specialist, other teachers who regularly interact with Justin (e.g., art, physical education, music and media), and
As the percentage of older Americans continues to increase, the need for timely and accurate assessment screens and the formulation of effective clinical interventions will become even more pronounced. Fortunately, the research also showed that there are a number of assessment tools that are available to facilitate the process, including sophisticated multifactor instruments with proven validity and reliability. One of the more important issues to emerge from the research
AbstractTriage assessment is valuable in managing psychological patients since it helps identify crucial psychological factors causing risks to the patient�s safety. A 7-year-old girl named Alexa is identified in the following paper who shows signs of stress and anxiety with a previously exhibited intention of committing suicide. She is a Hispanic girl who feels unwelcome and unwanted at home and school. She argues much when her parents assert that getting