Module 8: Working Effectively with the Schools

2020 ◽  
pp. 169-184
Author(s):  
Andrea Chronis-Tuscano ◽  
Kelly O’Brien ◽  
Christina M. Danko
Keyword(s):  
Behavior Management ◽  
Report Cards ◽  
Daily Report Card ◽  
Educational Rights ◽  
Need Support ◽  
Daily Report ◽  
Collaborative Working ◽  
The Common ◽  
504 Plan ◽  
And Behavior

In Module 8, parents learn the importance of advocating for their children’s educational needs by developing and maintaining a collaborative working relationship with the school. The most effective outcomes come when parent(s) and school collaboratively work together toward the common goal of helping the child succeed. To be the most effective advocate for the child, parents must understand their educational rights. Parents should also be familiar with evidence-based strategies for addressing academic productivity and behavior management in the classroom (e.g., Daily Report Card [DRC]) so that they know what to ask for. Some parents will need support to appropriately assert themselves in this context, refraining from being either too passive or too aggressive. Other parents will need support with keeping organized records of their children’s psychological evaluations, records, and report cards, which is essential as they prepare for school (IEP, 504 Plan) meetings.

Parkinson’s Disease Caregiving: Implications for Care Management

2003 ◽  
Vol 4 (1) ◽  
pp. 53-60 ◽  
Author(s):  
Monique Parrish ◽  
Nancy Giunta ◽  
Sara Adams
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Behavioral Problems ◽  
Emotional Support ◽  
Behavior Management ◽  
Primary Objective ◽  
Assessment Process ◽  
Resource Center ◽  
The Common ◽  
And Behavior

The primary objective of this study was to identify the needs of caregivers of individuals with Parkinson’s disease within the context of the common functional, memory, and behavioral problems experienced by Parkinson’s patients. A second objective was to evaluate any differences between caregivers of Parkinson’s patients and caregivers of adults with other forms of cognitive impairment. Data used for this analysis were collected in 1999, by the 11 Caregiver Resource Centers that form California’s statewide Caregiver Resource Center system, as part of the uniform caregiver assessment process. Parkinson’s disease caregivers requested assistance with emotional support, respite, and behavior management. Compared with caregivers of non-Parkinson’s patients served by the CRC system, caregivers of Parkinson’s patients were primarily older, entered the CRC system later, and demonstrated increased depression and other health conditions.

Cultural and communicative formulae as a reflection of the concepts of culture as an expression of the spiritual content of civilizations

2021 ◽  
Author(s):  
Nataliya Alekseevna Zavyalova
Keyword(s):  
Social Life ◽  
Educational Institution ◽  
Cultural Codes ◽  
Cultural Life ◽  
The World ◽  
Cultural Standards ◽  
Human World ◽  
The Common ◽  
Similarity And Difference ◽  
And Behavior

The analysis of civilizational pictures of the world through the prism of linguistic universals allows one to reveal the general and the particular in the «human — world» system, which contributes to a more complete understanding of their cultural semantics. Cultural standards vary across civilizations. Their description on the material of multi-structural, genetically heterogeneous languages, civilizations and cultures makes it possible to reveal the common foundations of people's social life despite the fact that their cultural codes are different, often creating the impression of a complete incompatibility of the thinking and behavior of their representatives. Therefore, studies based on the description of fundamentally dissimilar civilizations and cultures, demonstrating the groundlessness of such impressions, are relevant. The article examines cultural and communicative formulae as a reflection of the civilizational pictures of the world. Cultural and communicative formulae (CCF) are defined by the author as the simplest, stable, high-frequency units of culture used at all levels of social and cultural life, which, being a combination of signs, compactly represent the culture in its similarity and difference with other cultures and make it possible to establish a dialogue of cultures in minimum of data involved. CCF provide communication through verbal forms of language, gestures, styles, etc., i.e. through all cultural forms that can be translated into signs of a given culture and are sufficient to have a minimal idea of it. The article examines the CCF using the example of concise verbal forms belonging to folk speech, which include proverbs and sayings, «winged words», precedent phrases that are a component of the civilizational picture of the world. The materials of the article may be of interest for preparation at the higher educational institution in the framework of the fields of «Linguistics», «International relations» and «Culturology».

scholarly journals Predictors of Receipt of School Services in a National Sample of Youth With ADHD

2018 ◽  
Vol 23 (11) ◽  
pp. 1303-1319 ◽  
Author(s):  
George J. DuPaul ◽  
Andrea Chronis-Tuscano ◽  
Melissa L. Danielson ◽  
Susanna N. Visser
Keyword(s):  
Behavior Management ◽  
Classroom Behavior ◽  
Individualized Education Program ◽  
National Sample ◽  
Social Impairment ◽  
Educational Support ◽  
School Services ◽  
Students With Adhd ◽  
504 Plan ◽  
Reported Data

Objective: The objective of the study is to describe the extent to which students with ADHD received school-based intervention services and identify demographic, diagnostic, and impairment-related variables that are associated with service receipt in a large, nationally drawn sample. Method: Parent-reported data were obtained for 2,495 children with ADHD aged 4 to 17 years from the National Survey of the Diagnosis and Treatment of ADHD and Tourette Syndrome (NS-DATA). Results: The majority (69.3%) of students with ADHD currently receive one or more school services. Educational support (62.3%) was nearly twice as prevalent as classroom behavior management (32.0%). More than 3 times as many students with ADHD had an individualized education program (IEP; 42.9%) as a Section 504 plan (13.6%). Conclusion: At least one in five students with ADHD do not receive school services despite experiencing significant academic and social impairment, a gap that is particularly evident for adolescents and youth from non–English-speaking and/or lower income families.

The Place of Elderly Education Within Adult Education and Model Suggestions Regarding Elderly Education

2021 ◽  
pp. 508-522
Author(s):  
Pelin Pekmezci ◽  
Hülya Öztop
Keyword(s):  
Adult Education ◽  
Elderly People ◽  
Environmental Conditions ◽  
Behavior Management ◽  
Review Of The Literature ◽  
Management Skills ◽  
Self Confidence ◽  
Audiovisual Perception ◽  
And Behavior ◽  
Skills Education

Elderly education helps to prevent cognitive regression in the areas of memory, attention, audiovisual perception, language-usage ability, and behavior-management skills. Education provides elderly people with self-confidence and independence; it helps them more effectively cope with changing environmental conditions, increases their potential to contribute to society, and gives them opportunities to share their experiences with their and with individuals of younger generations. This study used a review of the literature to examine the place of elderly education within adult education by focusing on how resources are developed, as well as focusing on the development of a proper scope of these resources. Accordingly, this study aimed to determine the following: the extent to which elderly education is affected by social change, those factors to be considered while planning elderly education, and the areas and subjects in which elderly people need education.

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