Date Devised: Tuesday 21 st May 2013 Review Date: To Be Advised Student: Ben Adams Year Level: 3 D.O.B. 17/5/2004 Age: 9 years Program Support Group Members consulted in devising this plan: Class Teachers: Ross Geller Parents: Regina Philangi and Ken Adams Principal Rep (PSG Chair): Chandler Bing Additional Reports: N/A
Academic, social and emotional development: Entry Skills (What the student has achieved) - Ben has completed up to VELS level 2, these grades have been completed with Ben sitting in the bottom 25% of the class.
EDFD221 BALLARAT, 2013 Page 2 of 15 Challenges (Areas for I mprovement) - ADHD (resulting in a short attention span) - Absent father (deployed to Iraq), this has affected the way in which Ben expresses his emotions and causes him to act out in terms of his behaviour.
Learning Priorities (Future Learning) - Express feeling and thoughts in a positive way - Improve attention span - Engage in appropriate extra curricular activities - Higher order cognition skills - Improve memory skills
Childs characteristics Resulting from fathers deployment: Sense of inferiority, difficulty learning, depressive symptoms, neglecting school work, inability to express feelings, emotional outbursts, security issues and anxiety (Fitzsimons & Krause-Parello, 2009, pp. 41-44). Ben also acts out through violent, aggressive and defiant behaviours, as a result of having his father deployed (Fitzsimons & Krause-Parello, 2009, pp. 44; Harrison & Vannest, 2010, pp. 17). EDFD221 BALLARAT, 2013 Page 3 of 15 Each of the characteristics listed above are as a result of Bens father being deployed to Iraq.
Resulting from ADHD diagnosis: Ben shows symptoms of inattention by not paying attention to details and therefore makes careless mistakes, has trouble staying focused and is easily distracted, appears not to listen when spoken to, has difficulty remembering things and following instructions and has trouble staying organized, planning ahead, and finishing projects (Barkley, R. A. 1990). Ben also gets bored with a task before its completed and frequently loses or misplaces homework, books, toys, or other items. Tends to also be moody and to overreact emotionally over little things. Ben also shows symptoms of hyperactivity through consistent fidgeting and squirming, often leaves his or her seat in situations where sitting quietly is expected, moves around constantly and often runs or climbs inappropriately, has difficulty playing quietly or relaxing and has a quick temper or a short fuse in regard to authoritive figures such as other teachers and some classroom helpers (Barkley, R. A. 1990).
Impacts Impacts of Bens characteristics due to his father being deployed: Having a parent deployed can often result in a significant behavioural change due to the anxiety of such a huge lifestyle change. The challenges that Ben is facing could also be closely related to the way in which his mother Regina is coping with change. It is common that the non-deployed parent may face a lot of stress with the new situation, this stress and inability to cope can have a negative effect on the childs well being and health in general (Fitzsimons & Krause-Parello, 2009, pp. 43-44). The characteristics that are due to Bens fathers deployment could have a negative impact on his grades and behaviour, as well as possible absences from school EDFD221 BALLARAT, 2013 Page 4 of 15 (Harrison & Vannest, 2010, pp. 19). It is important for all educators, counsellors, and mental health workers to have an awareness and clear understanding of the impacts a deployed parent can have on a child (Harrison & Vannest, 2010, pp. 17-19). If each of these people do not fully understand the very specific emotional and behavioural needs of children such as Ben, it may be that the strategies in place are not as effective as they could be. According to Fitzsimons & Krause-Parello (2009) failure of the school community and family to identify and help the child cope with these emotional needs in the school setting can lead to conflict and risk of poor educational outcomes (pp. 43).
Impacts of Bens characteristics due to his ADHD diagnosis: Attention deficit/hyperactivity disorder (ADHD) impacts not only Ben but also Regina, causing disturbances to family and marital functioning. Difficulties at home or on outings become more apparent at his age with parents finding that other family members refuse to care for the child, and that other children do not invite them to parties or out to play (Barkley, R. A. 1990). The effect of having a child with ADHD results in increased likelihood of disturbances to family and marital functioning, disrupted parent-child relationships, reduced parenting efficacy and increased levels of parent stress (Dowdy, C. A., Patton, 1. R., Smith, I E. C., & Polloway, E. A. 1997). Many children with ADHD have very poor sleep patterns, and although they appear not to need much sleep, daytime behaviour is often worse when sleep is badly affected. Family relationships can become severely strained, and in some cases break down, bringing additional social and financial difficulties (Barkley, R. A. 1990). This may cause Ben to feel sad or even show oppositional or aggressive behaviour towards his family, his classmates and possibly himself. He could also begin to be seen as being different by classmates as they start to develop the skills and maturity that enable them to learn successfully in school, which can result in a lowered self esteem and a sense of failure (Reif, S. F. 1993). Bens inattentive symptoms such as not paying attention to details and therefore makes careless mistakes and his inability to stay focused for long periods of time EDFD221 BALLARAT, 2013 Page 5 of 15 could have a negative impacts on his schooling, so strategies must be put in place to assist him (Barkley, R. A. 1990). Ben also tends to be moody and to overreact emotionally. Bens hyperactive symptoms including his consistent fidgeting and squirming and abrupt movements and disruptions can affect his learning dramatically. This can cause him to fall behind quickly in regard to his class work and learning and perhaps stimulate resentment towards other students (Reif, S. F. 1993).
Implications Implications relating to Kens deployment: If the students emotional and behavioural needs are identified, they could possibly be prevented and therefore the child may not have significant change in their behaviour due to a parents deployment (Harrison & Vannest, 2010, pp. 19). If effective strategies are not put into place for Ben in the classroom, aspects such as his violent behaviour could become more intense. When taking in to account Bens extra-curricular activities, for example doing graffiti, it would be an idea to tap into his artistic skills, and as a result hopefully lowering his feelings of anger. According to Harrison and Vannest (2010), strategies to help children in Bens situation should begin to take place as soon as the parent is told they will be deployed, and these strategies should stay in action until at least six months after the parent has returned (pp. 19). There are also strategies that can parents can put into place to assist their children in coping with a deployed parent, just one example of this could be to create a paper chain, with each link representing the days until the deployed parent returns (Hebdon, 2007, pp. 76). This will help the child to see that the time until their parent will arrive home, and therefore will give them an end point to the deployment and as a result may have a positive effect on their classroom behaviour. Implications relating to Bens ADHD diagnosis: EDFD221 BALLARAT, 2013 Page 6 of 15 Excessively aggressive and antisocial behaviour may develop, adding further problems (Barkley, R. A. 1990). Students who demonstrate excessive activity, the inability to wait or impulsivity, failure to sustain attention to routine tasks and activities, noncompliance and failure to complete tasks, difficulty at the beginning of tasks, difficulty completing assignments on time, difficulty increasing planning and sequential organization of thought, poor handwriting and low self-esteem (Reif, S. F. 1993). Modifications of instruction for students with ADHD fall into three categories: maintaining student involvement in group lessons, maintaining student involvement in seat work and helping students engage in learning tasks (Reif, S. F. 1993). They identify a research base that has been established to show that self-monitoring and peer tutoring are academic enhancement strategies that teachers can use to prevent problems. Social skills instruction is also showing promise as a classroom intervention (Kemp, K., Fister, S., McLaughlin, P. J. 1995). Dowdy (1997) suggests that the nine principles of remediation and the summary of modifications, leads to the conclusion that ADHD is more about processing and accessing learning than it is about content instruction. It is also important to keep in mind the function of such strategies and interventions and that classroom strategies do not cure ADHD, but when applied appropriately, they can improve teaming results for kids.
EDFD221 BALLARAT, 2013 Page 7 of 15 INDIVIDUAL LEARNING PLAN STUDENT/AVATAR NAME: Ben Adams Devised 00/00/00 Semester Goals (Long Term) Short Term Goals (WHAT) Curriculum Areas Strategies/Methods (HOW) Mode of Delivery (WHO / WHEN) Mode of Assessment Evaluation dd/mm/yy
Be able to convey thoughts and feelings positively
1. Discuss own emotions and reflect on past & present feelings 1. English (VELS)
Book report on favourite novel or story with reference to the beginning, middle and end, the overall theme, why the student chose it and what they did or did not like. Ben and his classmates will all be involved with presenting their book report. This task is for the whole class to complete, with attention being paid to Ben to keep him interested in and assure the completion Formal assessment will be used to assess this task in the form of a rubric to show how well the student understood the directions and 1 2 3 EDFD221 BALLARAT, 2013 Page 8 of 15 of the task. the final product. 2. Personal Learning (VELS)
Personal profile on what students are good at, what they can improve in and their goals for the term or semester. Ben and his classmates will all be involved with presenting their personal profile to the rest of the class. This task is for the whole class to complete, with special attention being paid to Ben and his personal goals. Informal assessment will occur during creation process through observation, the content and how well the students approach the task. 1 2 3 2. Improve on the way thoughts and feelings are 1. The Arts (VELS)
Create a graffiti wall for Ben and other students to use (Harrison & Vannest, Ben, peers and teacher will all be involved. The school we be involved Informal assessment
2010, pp. 20). Create a personal scrapbook about the Ben's feelings on his father's deployment to Iraq (Harrison & Vannest, 2010, pp. 20). by providing a space for the wall. Only Ben will be involved in his personal scrapbook, although he may require assistance from a teacher to help with the content included. Class time will be set aside for this to occur. will occur for the graffiti wall, where as Ben will receive feedback on his personal scrapbook. 2. Communication (VELS)
Teach Ben communication skills through a mentoring program (this will give Ben an older peer to talk to; Ben will be able to use these communication Both Ben and the older peers involved in the mentor program will be key figures here. There will be time set aside for this during the school day. So that Ben still Informal assessment will occur during the mentoring sessions, through 1 2 3 EDFD221 BALLARAT, 2013 Page 10 of 15 skills when talking to his father through letters or emails) (Harrison & Vannest, 2010, pp. 20). feels included, the buddy program could be done school wide, therefore each student will be involved in a mentor group and Ben will not feel isolated. observation, although this will be able to be formally assessed when looking at the way Ben uses his communication skills within the English strategies. EVALUATION KEY: 1 = Little or No Progress 2 = Satisfactory Progress 3 = Excellent Progress/Goal Achieved
EDFD221 BALLARAT, 2013 Page 11 of 15 Strategies Well-being and resilience It is important to not only have a focus on perfecting specific curriculum disciplines, but developing social and emotional skills are significant when looking at the well being of a student (Urbis, 2011, pp. 39). Having the much needed social and emotional skills that should be developed during schooling, will help a child to be successful in their lives beyond the tie spent at school. If purely academic skills are focussed on throughout, the child could get a distorted view of what is important in life, such as learning particular social and life skills. It is important that students are taught the significance of well being and how this will assist them in their future lives (Urbis, 2011, pp. 39). Each of the strategies put in place to improve the way Ben expresses his feelings and thoughts have a focus on his well being, by centering the strategies on his emotional and social needs. Helping Ben with being less easily distracted involves physical placement, increased movement, and breaking long work into shorter chunks. Strategies can include the teacher trying to seat him away from doors and windows and using alternate seated activities that allow Ben to move his body around the room can be extremely successful and whenever possible, incorporate physical movement into lessons (Reif, S. F. 1993). Writing important information down where the child can easily read and reference it and constantly reminding Ben where the information can be found and dividing big assignments into smaller ones, and allowing him frequent breaks will assist with keeping him on task and learning (Montague, M., & Warger, C. 1997). Methods for managing impulsivity include behaviour plans, immediate discipline for infractions, and ways to give children Ben a sense of control over their day. Make sure a written behaviour plan is near him or perhaps taped to the wall or the childs desk. Give consequences immediately following misbehaviour and be specific in your explanation, making sure the child knows how they misbehaved (Montague, M., & Warger, C. 1997). Teachers cannot forget to recognize good behaviour out loud and be specific in your praise, making sure the child knows what they did right. Also, writing the EDFD221 BALLARAT, 2013 Page 12 of 15 schedule for the day on the board or on a piece of paper and cross off each item as it is completed helps children with impulse problems to gain a sense of control and feel calmer as they then know what to expect (Montague, M., & Warger, C. 1997). Strategies for combating hyperactivity consist of creative ways to allow Ben to move in appropriate ways at appropriate times. Releasing energy this way may make it easier for the child to keep his or her body calmer during work time. Strategies such as asking Ben to do a specific task or run an errand, encouragement to play a sport instead of acting out against the community through violence and destruction, proving a stress ball and making sure Ben always attends his P.E. class and goes outside for recess are all small ways to combat Bens hyperactivity (Dowdy, C. A., Patton, 1. R., Smith, I E. C., & Polloway, E. A. 1997). Helping Ben follow directions means taking measures to break down and reinforce the steps involved in your instructions, and redirecting when necessary. Teachers should try being extremely brief when giving directions, allowing him to do one step and then come back to find out what he should do next. If Ben gets off track, give a calm reminder, redirecting in a calm but firm voice. Whenever possible, write directions down in a bold marker or in coloured chalk on a blackboard (Kemp, K., Fister, S., McLaughlin, P. J. 1995). Protective factors The strategies in relation to helping with Bens fathers deployment assist minimise his risk of feeling isolated. In each strategy provided the activity focussed on involves each student in the class, therefore including each child, leaving Ben with a feeling of being included as opposed to feeling like he is being singled out. The strategies also provide an opportunity for Ben to be involved with his peers and create a positive relationship with them. According to Trussell (as cited in Urbis, 2011, pp. 39) creating opportunities for social support is an important protective factor that should take place in order to create a safe and supportive environment. EDFD221 BALLARAT, 2013 Page 13 of 15 Strategies put in place to scaffold Ben within his class related to keeping Ben on task and completing the assigned workloads such as creative a positive environment, monitoring the student and paying close attention to the curriculum and how it can be adjusted to specifically improve Bens school based results. These strategies also provide an opportunity for Ben to work in groups, allowing other students the opportunity to keep him on task and interested while also improving social skills and addressing the needs of others (Reif, S. F. 1993). Catering for Additional Needs Although Ben suffers from ADHD and requires extra attention due to his absent father, his main requirements are for these factors, and therefore he does not have any additional needs. Even though Ben has no additional needs there are many resources which can assist both Ben and Regina in coping with the deployment of Ken, the following websites provide information, strategies and activities that will help the situation: I. www.ruokday.com II. www.militarystudent.org III. www.mwrarmyhawaii.com/Deployment_schools_info.htm IV. http://www.livingwithadhd.com.au/schools/strategies V. http://www.teachadhd.com/basic-adhd-instructional-strategies.php VI. http://education.jhu.edu/PD/newhorizons/Journals/Winter2011/Scott
EDFD221 BALLARAT, 2013 Page 14 of 15 References Barkley, R. A. (1990). Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment. New York: Guilford Press.
Dowdy, C. A., Patton, 1. R., Smith, I E. C., & Polloway, E. A. (1997). Attention-deficit/ hyperactivity disorder in the classroom. Austin, Texas: Cray & Sons.
Fitzsimons, V., & Krause-Parello, C. (2009). Military children: When parents are deployed overseas. The journal of school nursing, 25(1), 40-47. Retrieved from http://jsn.sagepub.com.ezproxy2.acu.edu.au/content/25/1/40
Harrison, J., & Vannest, K. (2010). Educators supporting families in times of crisis: Military reserve deployments. Preventing school failure: Alternative education for children and youth, 52(4), 17-23. Retrieved from http://www.tandfonline.com.ezproxy2.acu.edu.au/doi/abs/10.3200/PSFL.52.4.17-24
Hebdon, H. (2007). Coping with deployment for the child with special needs and the entire family. The exceptional parent, 37(5), 75-77. Retrieved from http://go.galegroup.com.ezproxy1.acu.edu.au/ps/i.do?action=interpret&id=GALE%7CA164105464&v=2.1&u=acuni&it=r&p=AONE&sw=w&authCount=1
Kemp, K., Fister, S., McLaughlin, P. J. (1995). Academic strategies for Children with ADHD. Intervention in School and Clinic. Adelaide: John Wiley & Sons Publishing
Montague, M., & Warger, C. (1997). Helping students with attention deficit hyperactivity disorder succeed in the classroom. Sydney: United Book Distributors
Reif, S. F. (1993). How to reach and teach ADD/ADHD children. Boston: Allyn & Bacon. EDFD221 BALLARAT, 2013 Page 15 of 15
Urbis. (2011). Literature review on meeting. The psychological and emotional wellbeing needs of children and young people: Models of effective practice in educational settings. Retrieved from https://www.det.nsw.edu.au/media/downloads/about-us/statistics-and-research/public-reviews-and-enquiries/school-counselling-services- review/models-of-effective-practice.pdf
Websites mentioned as being possibly helpful for teaching strategies: www.ruokday.com www.militarystudent.org www.mwrarmyhawaii.com/Deployment_schools_info.htm http://www.livingwithadhd.com.au/schools/strategies http://www.teachadhd.com/basic-adhd-instructional-strategies.php http://education.jhu.edu/PD/newhorizons/Journals/Winter2011/Scott