Child Development - Pedagogue

Matthew Lynch published in Child Development, Teachers February 10, 2023

17 Strategies to Help Students Who Talk Incoherently

Are you looking for strategies to help students who talk incoherently? If so, keep reading.

1. Let the learner speak without being interrupted or hurried.

2. Embody speaking in finish statements or thoughts (e.g., speak clearly, slowly, concisely, and in finished sentences, statements, and thoughts) for the learner.

3. Get the learner to find who they think is an excellent speaker and why.

4. Separate the attributes an excellent speaker possesses (e.g., rate, diction, volume, vocabulary, etc.) and have the learner assess themselves on each quality. Establish a goal for improvement in only one or two areas at a time.

5. Show acceptable and unacceptable speech. Utilize complete unfinished statements and thoughts and have the learner critique each example.

6. Get the learner to practice descriptive statements or thoughts they can use when speaking.

7. Do not require the learner to speak in front of other students if they are awkward doing so. Get the learner to speak to the teacher or another learner privately if they would be more comfortable.

8. Select a peer to model speaking in finished statements or thoughts. Have the students work together, perform tasks together, etc.

9. On occasions where the learner has difficulty during a conversation, remind the learner that this occasionally happens to everyone and they should not become upset.

10. Orally correct the learner when they do not use finished sentences or thoughts when speaking so they can hear the correct version of what is being said.

11. Do not force the learner to interact with others.

12. Get the learner to practice techniques for relaxing (e.g., deep breathing, tensing and relaxing muscles, etc.) that the learner can use when they start to become dysfluent.

13. Praise those students in the classroom who use finished statements or thoughts when speaking.

14. Consider using a classroom management app. Click here to view a list of apps that we recommend.

15. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

16. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

17. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Matthew Lynch published in Child Development, Teachers January 22, 2023

15 Ways to Encourage Students to Focus Academically

Are you looking for ways to encourage students to focus academically? If so, keep reading.

1. Always treat the learner with the utmost respect. Talk objectively at all times.

2. Make positive remarks about school and the importance of school.

3. Let the learner attempt something new in private before doing it in front of others.

4. Give the learner frequent chances to meet new people.

5. Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled for the task is sufficient.

6. Connect with parents, agencies, or appropriate parties to tell them about the problem, identify the cause of the problem, and discuss potential solutions to the problem.

7. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for showing an interest in participating in school learning activities.

8. Show an interest in the learner (e.g., acknowledge the learner, ask the learner’s opinion, spend time working one-on-one with the learner, etc.).

9. Praise the learner for showing an interest and participating in school learning activities based on the duration of time they can be successful. As the learner shows success, slowly increase the duration of time required for reinforcement.

10. Create classroom rules: • Complete every assignment. • Complete assignments quietly. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.

11. Investigate the learner’s eating habits and the amount of rest they are getting outside school.

12. Praise those students in the classroom who show an interest and take part in school learning activities.

13. Praise the learner for showing an interest in and participating in school learning activities : (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.)

14. Talk with the learner to explain(a) what the learner is doing wrong (e.g., failing to show an interest and participating in school learning activities ) and (b) what the learner should be doing (e.g., showing an interest and participating in school learning activities ).

15. Use VR to help the student discover career interests. The hope is that they will take school seriously if it leads to their dream career.

Matthew Lynch published in Child Development, Teachers January 16, 2023

23 Ways to Support Students Who Exhibit Self-Destructive Behavior

Are you looking for ways to support students who exhibit self-destructive behavior? If so, keep reading.

1. Give the learner a selection of optional learning activities to be performed (e.g., if a learning experience results in self-destructive behaviors, an optional learning experience can be substituted).

2. Teach the learner appropriate ways to deal with anxiety, frustration, and anger (e.g., move away from the stimulus, verbalize unhappiness, select another learning experience, etc.).

3. Teach the learner problem-solving skills: (a) find the problem, (b) find goals and objectives, (c) create strategies, (d) create a plan for action, and (e) carry out the plan.

4. Provide a consistent daily routine (schedule).

5. Refrain from discussions or prevent stimuli in their surroundings that remind the learner of unpleasant experiences/sensitive topics (e.g., divorce, death, unemployment, alcoholism, etc.).

6. Do not criticize. On occasions where correcting the learner, be honest yet compassionate. Never cause the learner to feel bad about themselves.

7. Intervene early and often when there is a problem to prevent more severe problems from happening.

8. Make sure the learner does not become involved in overstimulating learning activities.

9. Always treat the learner with the utmost respect. Talk objectively at all times.

10. Convey your feelings in a socially acceptable way.

11. Teach the learner to think before acting (e.g., they should ask themselves, “What is happening?” “What am I doing?” “What should I do?” “What will be best for me?”).

12. Let the learner voice their opinion in a situation to avoid becoming angry or upset.

13. Provide consistent expectations to lessen the likelihood of the learner hurting themselves.

14. Praise the learner for demonstrating appropriate behavior based on the duration of time the learner can be successful. As the learner shows success, slowly increase the amount of time required for reinforcement.

15. Praise those students in the classroom who engage in appropriate behaviors.

16. Create classroom rules: • Complete every assignment. • Remain in your seat. • Finish tasks. • Meet task expectations. • Raise your hand. Examine rules often. Praise students for following the rules.

17. Talk with the learner to explain(a) what the learner is doing wrong (e.g., hurting self) and (b) what the learner should be doing (e.g., talking about the situation, demonstrating self-control, problem-solving, etc.).

18. Praise the learner for engaging in appropriate behavior: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

19. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

20. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

21. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

22. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

23. Consider using a school counseling app. Click here to view a list of apps that we recommend.

Matthew Lynch published in Child Development January 14, 2023

Attention Deficit Hyperactivity Disorder (ADHD) : Everything You Need to Know

Only slightly different from Attention Deficit Disorder, ADHD is chiefly denoted by a failure to concentrate, with classroom educators having to time and again redirect and prompt these students when they have to carry out regular, daily tasks. Again, it is very difficult for the students, their classmates, and teachers to cope with the constant need to be hyperactive, as exhibited by children with ADHD, as this detracts from the full classroom experience.

Assistive technology continues to find ways to help solve this challenge and help children struggling with ADHD learn satisfactorily at their own pace.

ADHD has three subtypes: predominantly attentive, predominantly hyperactive/impulsive, and combined.

The symptoms of ADHD in kids are well-defined, and they’re generally noticeable before the age of six. They happen in more than one situation, such as at school and at home.

The main symptoms of inattentiveness include:

· Getting easily distracted and having a short attention span

· Making careless mistakes such as in schoolwork

· Losing things or appearing forgetful

· Appearing to be unable to follow instructions or listen to

· Being unable to continue tasks that are time-consuming and tedious

· Having difficulty organizing tasks

· Constantly changing task or activity

The major signs of hyperactivity and impulsiveness include:

· Constantly fidgeting

· Being unable to sit still, particularly in quiet or calm surroundings

· Excessive physical movement

· Being unable to focus on tasks

· Acting without thinking

· Being unable to wait their turn

· No or little sense of danger

· Interrupting conversations

These symptoms can cause substantial problems in a kid’s life, such as poor social interaction with other kids and adults, underachievement at school, and problems with discipline.

The signs of ADHD are harder to define in adults. Since ADHD is a developmental disorder, it’s believed that it can’t develop in adults without it first occurring in childhood. But it’s known that signs of ADHD often persist from childhood into an individual’s teenage years and then adulthood.

According to some specialists, the signs associated with ADHD in adults include:

· Lack of attention to detail and carelessness

· Poor organizational skills

· Continually starting new tasks before completing old ones

· Continually losing or misplacing things

· Inability to prioritize or focus

· Edginess and restlessness

· Inability to deal with stress

· Speaking out of turn and trouble keeping quiet

· Irritability, mood swings, and a quick temper

· Extreme impatience

Matthew Lynch published in Child Development January 13, 2023

Attention Deficit Disorder (ADD): Everything You Need to Know

In children with this disorder, their major challenges include focusing on learning materials/lessons taught, engaging in time-sapping tasks, and listening to/obeying instructions given in class. Indeed, it can be challenging and frustrating for instructors who routinely have to redirect these children, often with very little progress seen. Nonetheless, with assistive technology, the world of education doesn’t have to be as tasking/frustrating for students with ADD and their teachers alike.

ADD is an outdated term and medical professionals no longer use it. However, it’s often still used to refer to a specific subset of symptoms that fall under the umbrella term ADHD. While many people interchangeably use the terms ADD and ADHD, they aren’t the same thing. ADD is the colloquial term for one specific type of ADHD – Predominantly Inattentive Type.

People with ADD struggle to stay focused or pay attention for long periods of time. Some common symptoms include:

· Difficulty staying on task

· Being easily distracted

· Difficulty following directions

· Forgetfulness

· Not paying attention to details

· Losing personal items

· Short attention spans

· Problems staying organized

Those with ADD often lack the hyperactivity component and may appear disorganized or disinterested in the classroom or the workplace. In fact, since kids with ADD are most often not disruptive in school, they might be mistakenly viewed as just “shy.” If parents suspect their child has ADD, they should talk to the kid’s teacher, school counselor, or physician about appropriate treatment. Earlier intervention can ensure that the kid experiences fewer disruptions because of the condition. There’s no single test for ADD. The doctor will review for any ADHD symptoms demonstrated in the past six months to make a diagnosis. The doctor might also carry out a physical exam and review the kid’s medical history to rule out any other psychiatric or medical conditions that can be causing the symptoms.

There’re several ways in which ADD looks different from other types of ADHD in everyday life.

· Kids with ADD may rush through a quiz, skipping whole sections or missing questions they know the answers to in their haste.

· Children with ADD might have trouble staying focused during organized activities such as sports and games or tasks such as picking up their rooms.

· Kids with ADD might seem absent-minded when spoken to directly, even though there might not be an obvious distraction.

· Many children with ADD struggle to follow through on instructions, failing to complete schoolwork.

Matthew Lynch published in Child Development, Teachers January 12, 2023

21 Ways to Support Kids Who Express Concerns About School, Home, or Personal Relationships

Are you looking for ways to support students who express concerns about home, school or personal relationships? If so, keep reading.

1. Give the learner positive feedback that indicates they are successful, competent, essential, valuable, etc.

2. Request support from the school counselor, the principal, other teachers, etc., to help the learner deal with fears and concerns about school, home, and personal problems so they can concentrate at school.

3. Urge the learner to use problem-solving skills: (a) find the problem, (b) find goals and objectives, (c) create strategies, (d) create a plan of action, and (e) carry out the plan.

4. Give praise and recognition as often as possible.

5. Use the learner’s accomplishments (e.g., publicly or privately depending on what is more appropriate).

6. Urge participation in school and extracurricular learning activities.

7. Attempt several groupings to ascertain the situation in which the learner is most successful.

8. Show respect for the learner’s opinions, responses, suggestions, etc.

9. Refrain from the discussion of topics sensitive to the learner (e.g., divorce, death, unemployment, alcoholism, etc.).

10. Give the learner chances for special project duties, leadership, etc.

11. Give the learner as many enjoyable and exciting learning activities as possible.

12. Praise the learner for improvement rather than expecting excellence.

13. Always treat the learner with the utmost respect. Talk objectively at all times.

14. Maintain trust and confidentiality with the learner at all times.

15. Urge participation in school and extracurricular learning activities.

16. Give chances for tutoring from peers or a teacher.

17. Select a peer to sit/work directly with the learner.

18. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

19. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

20. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

21. Consider using a school counseling app. Click here to view a list of apps that we recommend.

Matthew Lynch published in Child Development, Special Education January 6, 2023

Individualized Service Plan (ISP) : Everything You Need to Know

It refers to a plan which provides as much help as is necessary to a child. Notably, private schools have few services provided to students. While public schools automatically create individualized education plans (IEPs) for children, kids with special needs who attend private schools can only partake in the Individualized Service Plan programs from the local education agency.

However, even though the number of services available for private school attendees is significantly less, if a child has one of 13 pre-specified disabilities covered in the IDEA, they should be able to access these services.

The local school district pays for an Individualized Service Plan, and it doesn’t need to ensure that a kid is provided with FAPE (Free Appropriate Public Education). An ISP mentions the special education and associated services the local education agency will make available to a kid. While parents don’t need to pay anything for these services, the student may not be able to receive those services at the private school. Instead, the local education agency can require the kid to go to a public school for services such as speech therapy sessions.

Under ISPs, students don’t have an individual right to receive the same special education and associated services as they’d in public schools. Instead, they’re entitled to receive “equitable services,” which is based on the funding available for private schools.

To qualify for an Individualized Service Plan, a kid must meet the following criteria:

· Be placed in a private school by the parents (not as an out-of-district placement)

· Have one of the thirteen disabilities covered under the IDEA

· Need special education to successfully access and benefit from a general education curriculum

Parents have to give written consent for their kids to be evaluated, and the local education agency will conduct the evaluation. A parent may request that the local education agency in which the private school is situated evaluate a kid instead of the local education agency in the child’s local district. However, the local education agency will make the final decision.

Local education agencies have to evaluate students in private schools who may require special education, which is known as Child Find. If parents think the local education agency has failed to evaluate or identify their kids, they may follow “due process” procedures.

According to IDEA, an Individualized Service Plan has to be reviewed “to the extent appropriate” as frequently as an IEP. However, it doesn’t specify how frequently such a plan has to be updated.

Matthew Lynch published in Child Development, Teachers January 5, 2023

19 Ways to Teach Students Not to Snatch Things From Others

Are you looking for ways to teach students not to snatch things from others? If so, keep reading.

1. Teach the learner acceptable ways to express displeasure, anger, frustration, etc.

2. Do not assume the learner is being treated nicely by others. Peers may be stimulating unacceptable behavior.

3. Teach the learner to ask for things positively. Teach keywords and phrases (e.g., “May I borrow your pencil?” “Do you mind if l play with your ball?” etc.).

4. Teach the learner the concept of sharing by having the learner borrow from others. Require them to ask permission before doing so.

5. Teach the learner to take turns sharing possessions (e.g., each child may use the markers for 15 minutes; one child bats while the other throws the ball, and then players change places after three hits, etc.).

6. Give the learner enough things that sharing will not be appropriate. As the learner learns to share, slowly lessen the number of things.

7. Teach the learner to think before acting (e.g., they should ask themselves, “What is happening? “What am I doing?” “What should I do?” “What will be best for me?” etc.).

8. Draft an agreement with the learner stipulating what behavior is required (e.g., not grabbing things away from others) and which reinforcement will be implemented when the agreement has been met.

9. Praise those students in the classroom who demonstrate appropriate behavior in reference to others’ belongings.

10. Take the learner away from the learning experience until they can demonstrate appropriate behavior and self-control.

11. Praise the learner for demonstrating appropriate behavior based on the duration of time the learner can be successful. As the learner shows success, slowly increase the duration of time required for reinforcement.

12. Create classroom rules: • Complete every assignment. • Remain in your seat. • Finish tasks. • Meet task expectations. • Raise your hand. Examine rules often. Praise students for following the rules.

13. Connect with the parents to disseminate information about the learner’s progress. The parents may reinforce the learner at home for appropriate use or consideration of others’ belongings at school.

14. Talk with the learner to explain(a) what the learner is doing wrong (e.g., grabbing things from others) and (b) what the learner should be doing (e.g., asking to use things, borrowing, sharing, returning, etc.).

15. Praise the learner for demonstrating appropriate behavior: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

16. Consider using a classroom management app. Click here to view a list of apps that we recommend.

17. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

18. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

19. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Matthew Lynch published in Child Development, Special Education January 5, 2023

Individualized Family Service Plan (IFSP) : Everything You Need to Know

The Individualized Family Service Plan refers to a clearly outlined document whose major aim is to serve young kids that need interventional services. Each IFSP is specifically suited to each child and incorporates a plan for the family since families may require education on how to best care for their children too. Considering the above, each IFSP is “individualized” and unique.

IFSPs are covered by the IDEA (Individuals with Disabilities Education Act) and are created for eligible kids from birth to age three who need additional help with cognitive, physical, self-help, communication, or social-emotional skills. The IFSP process starts with an early intervention evaluation that looks at a baby’s or toddler’s skills. The evaluation also involves conversations with families about their resources, their needs, and their concerns. In fact, families have to give written consent before the IFSP goes into action. All the information is utilized together to see if a kid is eligible for an IFSP. If the kid is eligible, the team develops a plan of supports and services to meet the kid’s and the family’s needs.

A service coordinator helps to set up and schedule the services. Services may include:

· Physical or occupational therapy

· Speech and language therapy

· Psychological services

· Medical, nutrition, or nursing services

· Home visits

· Vision or hearing (audiology) services

· Social work services

· Transportation

Apart from a service coordinator, an IFSP team has to include the following individuals:

· The parent or the kid’s legal caregiver

· An advocate from outside the family (upon the family’s request)

· Other family members as requested

· Professionals directly involved in assessments or evaluations of a kid’s needs

· Those who’ll provide early intervention services for a kid or family

Depending on a kid’s needs, the IFSP team may include specialists, such as a:

· Child development specialist

· Therapist

· Health care provider

· Social worker

Every IFSP has to contain certain key components. Parents should check with the appropriate education agency to learn state-specific guidelines. Components that are found in any state’s IFSPs include:

· People and organizations involved

· The kid’s current levels of functioning

· Family information

· The specific services that the child will receive

· Specific, relevant, and measurable short-term goals

By law, the IFSP team has to meet to review the plan every six months. The objective is to determine whether updates like new outcomes are needed. Parents may request an additional review at any time if they feel the IFSP isn’t serving their kid’s best interests or if there has been a significant event or change in the kid’s life.

Matthew Lynch published in Child Development January 2, 2023

Developmental Delay: Everything You Need to Know

It refers to a broad category of issues covering the inability of a child to meet pre-specified milestones (such as movement and speech milestones) at certain periods. Although kids with such developmental issues might still succeed, it is significantly harder for them, and they often require extra aid from instructors who believe in their potentials. As such, educators need to conduct extensive research to find out how to help such children succeed academically.

Developmental delay can be caused by different factors, including premature birth, complications during pregnancy, and heredity. However, the exact cause isn’t always known.

Some common types of developmental delays include the following:

Cognitive delays: Cognitive delays may impact a kid’s intellectual functioning, interfering with awareness and triggering learning difficulties that often become noticeable after the child begins school. Kids with cognitive delays may also have difficulty playing and communicating with others. This kind of delay may occur in kids who’ve experienced a brain injury because of an infection, such as meningitis, that can cause swelling in the brain. Seizure disorders, chromosomal disorders, and shaken body syndrome that affect intellectual development may also elevate the risk of a cognitive delay.

Motor delays: These delays interfere with a kid’s ability to coordinate large muscle groups like those in the legs and arms and smaller muscles like those in the hands. Infants with gross motor delays might have difficulty crawling or rolling over. Older children with this kind of delay may have difficulty walking up and down stairs or seem clumsy. Children with fine motor delays might have difficulty doing tasks such as brushing teeth or tying shoes, or holding onto small objects like toys. Some motor delays are caused by genetic conditions such as achondroplasia that causes shortening of the limbs and conditions that impact the muscles, such as muscular dystrophy or cerebral palsy.

Speech delays: Receptive language disorders cause some speech delays, in which a kid has difficulty understanding concepts or words. Kids with this kind of speech delay might have trouble identifying shapes, colors, or body parts. Other speech delays are expressive language disorders, in which kids have a reduced vocabulary of words and complex sentences for their age. A kid with this kind of speech delay may be slow to talk, babble, and create sentences. Kids with an oral motor problem, such as difficulty moving the jaw or tongue or weakness in the muscles of the mouth that interferes with speech production, have what’s known as a speech production disorder. Kids may have speech delays because of physiological causes, such as hearing loss, genetic syndromes, or brain damage. Other speech delays are triggered by environmental factors like a lack of stimulation.