Intervention and Instructional Supports to Develop Academic Skills
Demonstrate Knowledge and Skills in Intervention and Instructional Supports to Develop Academic Skills
Introduction
“Intervention and instructional supports to develop academic skills is a domain that demonstrates knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies. One will gain skills in using assessment and data collection methods and in implementing and evaluating services that support cognitive and academic skills” (NASP, Blueprint, 2000).
Reflection
Developing the skills for interventions and instructional supports is key to student academic success. At my internship collaborated with a classroom teacher to implement a classroom wide behavior program to improve upon student’s behavior while in her classroom. I worked with her individually to monitor the program weekly. The goal of the program in her classroom is to decrease disruptions of instructional time so students have better access to the curriculum. It will also aid in creating a better learning environment for the students in the classroom. At my internship I also had the opportunity to informally work with a student individually in order to improve his executive functioning skills. In working with this student, I have been able to help get him organized and prepared for his classes.
While at my practicum in Newton, I co-ran and run counseling groups in order to help students increase self-regulation so they can better attend to what is going on in the classroom. I also worked with a special education teacher to implement and run an executive functioning program to increase organizational skills for students. I have included a reflection on the executive functioning group in my evidence.
I have also included a Functional Behavioral Assessment (FBA) conducted on a first grade student with disruptive behaviors. The FBA explores the student’s behaviors, antecedents, consequences, and the plan that was implemented for the student. Follow-up with the classroom teacher was also included in the report in order to track the student’s progress.
Introduction
“Intervention and instructional supports to develop academic skills is a domain that demonstrates knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies. One will gain skills in using assessment and data collection methods and in implementing and evaluating services that support cognitive and academic skills” (NASP, Blueprint, 2000).
Reflection
Developing the skills for interventions and instructional supports is key to student academic success. At my internship collaborated with a classroom teacher to implement a classroom wide behavior program to improve upon student’s behavior while in her classroom. I worked with her individually to monitor the program weekly. The goal of the program in her classroom is to decrease disruptions of instructional time so students have better access to the curriculum. It will also aid in creating a better learning environment for the students in the classroom. At my internship I also had the opportunity to informally work with a student individually in order to improve his executive functioning skills. In working with this student, I have been able to help get him organized and prepared for his classes.
While at my practicum in Newton, I co-ran and run counseling groups in order to help students increase self-regulation so they can better attend to what is going on in the classroom. I also worked with a special education teacher to implement and run an executive functioning program to increase organizational skills for students. I have included a reflection on the executive functioning group in my evidence.
I have also included a Functional Behavioral Assessment (FBA) conducted on a first grade student with disruptive behaviors. The FBA explores the student’s behaviors, antecedents, consequences, and the plan that was implemented for the student. Follow-up with the classroom teacher was also included in the report in order to track the student’s progress.
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