Ryan+Farmer

Reflection
My experience with wiki prior to this project has been on sites such as Wikihow.com, Wikianswers.com, and of course Wikipedia.com. Before this class I have done very little in the way of editing or creating wiki pages. I often will begin a resource search by searching for the topic or related topics on Wikipedia then look at the resources and citations utilized in the construction of that page. Sometimes this method for garnering leads does not benefit me but often I have been lead to a multitude of materials I would never have thought to seek out on my own.

In this project, I have discovered the “developer” side of wiki and as a result. Despite the collaborative methodology of this project, I do not feel that I’ve garnered a thorough perspective of what wiki is about. By this, I mean that we were given a topic and a specific group of people with whom we would be working with. As a result of this, we could verify the information each collaborator contributed and their background. Further, it was not over an extended period of time and often, material was discussed in person before added to the case study. While the overall methodology of posting and editing the case study was based on and in wikispaces, the method for developing was more classroom and group based. Even when required to communicate over the computer via chat, one must consider that this is a technique that may not be utilized in the development of public wiki.

The development of the wiki case study itself was interesting at times. Working with a group of people with varying levels of experience on a specific topic greatly helped to expand my perspective of said topics (ADHD and neglect). One of the most valuable aspects of this assignment, for me, was developing the external resources sections. I found myself scavenging reputable sources for valuable information and links that would enhance the coverage of our topics. Many of our links are governmental or teacher sites. The governmental sites deal quite a bit with law, definitions of disorders and issues, and statistics while the teacher sites offer suggestions on ways to deal with these problems in the classroom. While much of the governmental information is familiar to me, the teacher sites provided me with an aspect of the material that I do not often have an opportunity to study through coursework.

In summation, I found the project to be an interesting use of our time in this course. It encouraged collaboration among students of different educational backgrounds and has helped to expose some of us to different perspectives (i.e. practical educational and school psychological). Further, while I consider myself to be “tech savvy,” it provided me with an exposure to wiki-development that I did not previously have.

All 50 states have passed some form of a mandatory child abuse and neglect reporting law in order to qualify for funding under the [|Child Abuse Prevention and Treatment Act (CAPTA)(Jan. 1996 version),] 42 U.S.C. 5101, //et seq.//. The Act was originally passed in 1974, has been amended several times and was most recently amended and reauthorized on October 3, 1996, by the Child Abuse Prevention and Treatment and Adoption Act Amendments of 1996 (P.L. 104-235). []

Wiki's are online collaborations often authored and edited by a multitude of persons online. Often for academics, students are dissuaded from using information/research garnered through the use of wikis.

no trae nada!!!!

I'm in school psychology so my experience in the class room is somewhat limited. I have done a variety of in-class observations and I have exposure in one-on-one evaluations. Further, I worked as a counselor for Autistic children over this past summer so I have a lot of experience and training with this type of situation.

Links of interest

http://www.autismsociety-nc.org/

//**John and Joe Harris are twins who were both diagnosed with ADHD, Hyperactivity-Impulsive Type. They are currently kept together in the same 7th grade classroom and their constant antics have driven their teacher to dread their daily interactions. On top of this, there is suspicion regarding Mrs. Harris', their mother, ability to appropriately care for the children.**//

Part 1: Preparing for homeroom was always a challenge. Not always because of the daily plans, but because of two of the boys in the class: John and Joe Harris. John and Joe are twins who live with their mother in North Memphis. Both John and Joe were diagnosed in 2007 with ADHD, Hyperactivity-Impulsive Type, and were given IEPs under IDEA’s Other Health Impairment category. When the boys were tested, they’re cognitive and achievement scores were in the average range, thus not meeting the criterion for Learning Disabilities. The boys were both retained the year before and, due to their overage status, were promoted mid-year from the 6th to the 7th grade.

“Aaaaaaaaaaaaaaaaaaaaah!” the yell came from outside the classroom, some distance away, but I already knew who it was. I took a deep breath and went to the door in order to try and restore order, often a futile attempt, but I always tried. John was running towards the room with Cara right on his heels. He was always provoking her into these spats and then causing even more of a ruckus when he attempted to run away.

The boys’ home-life complicates the issues substantially. The mother does not work (the story, as I understood it, was that she was hurt at work) and the father only rarely made appearances at the school. He seemed very uninvolved in the boys’ lives. Mrs. Harris always smelled of cigarette smoke when she came to the school and occasionally smelled of alcohol as well. Usually when she was contacted to deal with her sons, she would explain to me or to the guidance counselor that she would deal with the problem at home. Only once did we witness this; one day she showed up, after a call home, and verbally reprimanded the boys in class, yelling at them in front of their class mates.

Medicine was another issue for the family. The boys had been prescribed medication for their ADHD but they rarely, if ever, took the medication. Due to the boys’ home life, it was difficult to ascertain whether or not Mrs. Harris even bothered to administer this medication.

Facilitator Note additions ADHD, Hyperactivity and Impulsivity Type may present with the following: 
 * Fidget & Squirm;
 * get out of their chairs when they’re not supposed to;
 * run around or climb constantly;
 * have trouble playing quietly;
 * talk too much;
 * blurt out answers before questions have been completed;
 * have trouble waiting their turn;
 * interrupt others when they’re talking; and
 * butt in on the games others are playing. (APA, 1994, p. 84)

Part 2 “John.” I said in as calm a voice as I could muster, “go inside and sit down right now. Start on your Do Now project.” Then it hit me, where was the other one? I looked around and saw him at the water fountain. I gave him an adequate amount of time as the other students began to work their way into the room.

Facilitator Note additions These children seem to interact, exacerbating their problem behaviors.

Classroom Management consists of a general reward/punishment system that applies to all students in a classroom. This is distinctly different from a Behavior Intervention Plan (also called a Functional Behavior Plan).

A Behavior Intervention Plan (BIP) takes the observations made in a Functional Behavioral Assessment and turns them into a concrete plan of action for managing a student's behavior. A BIP may include ways to change the environment to keep behavior from starting in the first place, provide positive reinforcement to promote good behavior, employ planned ignoring to avoid reinforcing bad behavior, and provide supports needed so that the student will not be driven to act out due to frustration or fatigue.


 * ~ **Facilitator's Questions** ||
 * < # Should the teacher approach Mrs. Harris about her public punishment of her children? If so, how? If not, should she do something else?
 * 1) Should the school seek permission from Mrs. Harris for the school nurse to administer the ADHD medication?
 * 2) Knowing so little about these children, it is difficult to develop any type of individual behavior plan. What would be the first step towards controlling their behavior with such a plan? ||

Part 3 Facilitator Note Additions

All 50 states have passed some form of a mandatory child abuse and neglect reporting law in order to qualify for funding under the Child Abuse Prevention and Treatment Act (CAPTA)(Jan. 1996 version), For more information, look below at Child Abuse Information/Mandatory Reporting.


 * Additional Resources**

//ADHD Fact Sheet (featuring a brief case study and information)// []

//CDC - ADHD, Data and Statistics// []

Vanderbilt ADHD Diagnostic Teacher Rating Scale [] *not to be evaluated without permission/request of Support Team, for exposure purposes only.

//Teaching & Parenting Tips Tips: ADHD// [] [] []

Child Abuse Information [] [] [] [] [] [] []
 * Mandatory Reporting