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withinthegeneraledsettingandtwohoursadaywithinthespecialeducationsetting.He
hasaveragetoaboveaverageintelligenceandexcelsatmath.Bobbycurrently
demonstratesextremedifficultiesininteractingwithhispeersandteachers.Herefusesto
participateinsmallgroupworkorclassdiscussions,oftenbecomingcombative.Healso
isreceivingfailinggradesinclassasaresultofrefusaltocompleteorturnin
assignments.Heoftenbecomesverballyaggressiveandconfrontationalwhenpeersdo
notrespondtohisadvancesorheisconfrontedbyteachersregardinghiswork.
Afterreviewingtheinformationfromthedirectobservationanalysis,a
discrepancyanalysisandhiscasestudy,itseemsthatconversationalskillsandtask
completionskillsareofthehighestpriorityatthistime.Withregardtoconversational
skills,somespecificskillsthatneedtobeaddressedinclude:
Recognizinganopportunitytoenteraconversationandusingappropriate
strategiestoenter
Identifyingthetopicofconversationandspeakingtothattopic
Identifyingtopicsofinteresttoothersandspeakingtothosetopics
Acceptingfeedbackfromothersinasociallyacceptablemanner
Awarenessandunderstandingofothersperspectives
Withregardstotaskcompletion,Bobbyoftenrefusestocompleteorturninassignments.He
becomesconfrontationalwhenteachersquestionhimregardingassignmentsanddenotesthemas
stupidandboring.Bobbydemonstratesdifficultycomplyingwithclassroomprocedures.He
alsostrugglestoparticipateinclassdiscussionsorsmallgroupactivities,oftenbecoming
verballyaggressivewithhispeers.
ItwouldseemthatBobbysbehaviorsareprimarilymotivatedbyattentionandalackofskillsin
gainingthatattentionappropriately.Hisreactionsarearesultofhisdesiretointeractandnot
possessingtheskillsortheabilitytoexercisetheseskillstoresultinapositiveresponsefromhis
peersortheabilitytoacceptnegativefeedbackregardinghisadvances.
1) InterestinventoryPrioranalysishasshownthatBobbyhaspreferredinteractingwith
adultsoversameagepeers.Iwouldliketodosomeresearchincludinganinterest
inventoryofBobbyandhispeersinanefforttoidentifysomepeersthatBobbymight
enjoyinteractingwith.Thisresearchwillalsohelpinidentifyingtopicsthatareof
interesttosameagepeersandcanbeusedlaterinsocialskillstraininginperspective
taking.
a) EvaluationplanIwouldknowthisiseffectiveifitidentifiespeersthatshare
commoninterestsofBobby.
2) VideomodelingandvideopromptingIwouldbeginbyshowingvideoclipsfrom
moviessceneswithsuccessfulconversationinitiationsthatarealsoofinteresttoBobby.
IwouldthenusethesamevideostopauseandpromptBobbytoidentifythetopicof
conversation.Iwouldalsohavehimidentifyormodelhowhemightenterthisparticular
conversation.Thiswouldalsobeagoodtimetoevaluatehisknowledgeofnonverbal
cuesandbodylanguage.
a) EvaluationplanIwillknowthisinterventioniseffectivewhenBobbycan
reliablyidentifythetopicofconversationscenariosandlistsuccessfulstrategies
forinitiatingandjoiningconversations.
3)Peer/teachermodelingIwouldusethisparticularstrategyinconjunctionwiththevideo
modelingandprompting.Iwouldusetwopeersortwoteacherstomodelconversationskillsand
createopportunitiestopracticeusingthestrategiestoenterorinitiateaconversation.
a) EvaluationplanIwillknowthisplaniseffectiveifBobbycanusethestrategies
hehaslearnedinvideomodelingandpromptingtosuccessfullyentera
conversationbetweenpeersoradultsorbyacceptingnegativefeedbackfrom
peersdeclininghiseffortstoengageothersinconversationwithoutbecoming
verballyaggressive.
4)SocialstoriesIwouldcreateasocialstoryforBobbybeginningwithstrategiesforentering
aconversation,initiatingaconversationaconversation.Thesocialstorywillbeginwithwhy
peopleengageinconversationsandhowaconversationprogresses.Next,thesocialstoryshould
depictBobbysperspectiveaboutenteringaconversationandwhyheshouldwantto.Afterthat
itshouldreviewstrategiesforenteringorinitiatingaconversation.Itwillalsoreviewhowto
acceptnegativefeedbackfrompeersregardinghisattemptstoenterorinitiateconversations.
a) EvaluationplanIwillknowthisplaniseffectiveifBobbyisabletoutilizethe
strategiesforenteringandinitiatingconversationsandacceptingnegativefeedbackfrom
peers.IwillalsoknowinterventioniseffectiveifBobbyisabletorecognize
opportunitiestoengageinconversationswithpeers.
5)PeertutoringIwouldrecommendpairingBobbyasamathtutorwithayoungerstudent.
ThisparticularstrategywouldbetobuildBobbysconfidenceininteractingwithothers.We
willfirstgooverBobbysresponsibilitiesasatutorandhowtoconducthimselfduringsessions.
AyoungerpeerwillbecarefullyscreenedandselectedtotutoredbyBobbywhileunderteacher
supervision.ThiswillgiveBobbyanopportunitytopracticeconversationskillswithoutsocial
stigmaattachedandcommunicateinanareathatheisfluent.
a) EvaluationplanIwillknowthisplaniseffectivewhenBobbycontributestothe
studentsunderstandingofmathconcepts.Whenheispositiveinhisinteractionswith
hisstudentandisabletocommunicateeffectivelywithhim,itwilldemonstratethe
effectivenessofthisintervention.Itwillalsobedemonstratedbyanincreasedpositive
approachininitiatingorengaginghispeersinconversation.
6)ConsequencemapsIwouldsuggestusingaconsequencemapinconjunctionwiththepeer
modeling.TheconsequencemapwouldoutlinethepossibleoutcomeswhenBobbyinitiatesa
conversationwithapeer.ThiswillbereviewedwithBobbypriortobeginninghisschooldayor
opportunitiesforpeerinteraction.
7)PeerinterviewsIwouldsuggesthavingBobbyinterviewselectedpeersindividually
regardingtheirinterests,similartotheinterestinventoryconductedbytheteacheratthe
beginningoftheintervention.Priortoconductinginterviews,theteachershouldhaveBobby
practicewithateacherandgooverhisexpectedconduct.Theteachershouldalsospeakwiththe
peersregardingtheinterviewsandhowtheywillbeconducted.Byconductingthepeer
interviews,Bobbycanpracticeconversationskillsinastructuredwayandlearnmoreabouthis
peersinterestswithoutthepressureofconversationorotherpeerspresent.Theinformation
gatheredbyBobbyduringinterviewscanbepairedwithvideopromptingandpeerpracticeinan
efforttogeneralizetonaturalsettings.
a) EvaluationplanIwillknowthisplaniseffectiveifBobbysuccessfullycompletesthe
interviewwiththepeerandheisabletousethisinformationinconversationsatalater
timewithhispeers.IwillalsoknowiftheplaniseffectivewhenBobbyisableto
generateconversationswithpeersabouttopicsofinteresttothem.