​​​​​​​Assessments
for Exceptional Children
Reading Interventions
Interventions are most often used to empower students and increase academic success through varied strategies and techniques. Students who are at risk of falling behind core standards are given the essential support to bring them closer to grade level. Academic interventions are designed to help students overcome difficulties in reading, math, and other academic challenges. Reading interventions specifically deal with problems in comprehension, fluency and error correction.
Behavior Interventions
One of the challenges of classroom teaching is to deal with various behavioral issues. Negative behaviors occur for many reasons and time spent managing behaviors often impacts the whole class. Behavioral interventions are necessary therefore to lessen, prevent or eliminate undesirable behaviors that are impacting the students' learning processes. Interventions lead students to improved behavior so they can achieve success. Different types of behavior require different interventions.
Attending Interventions
Attending is an acquired behavior. Children learn to sit still, listen and participate. This is particularly difficult for students with developmental delays. Psychology Dictionary decibes attending behavior as "any behavior engaged in while attentively listening. For example, exhibiting an open, interested posture, maintaining eye contact, and using an interested expression. Proper attending behaviors, along with active listening skills, are considered cornerstones of a therapist."
Children with challenges and those who are at risk of developing conditions that are negatively interfering with their learning processes require intervention. Intervention pertains to the services afforded to students with difficulties to remedy an existing problem or prevent a handicapping condition from occuring. Intervention programs are designed to increase the students' academic and functioning skills and prepare them for entry into adulthood.
Intervention Strategies
Russ Armstrong: A Case Study
Russ Armstrong comes from a dysfunctional family. He is currently in foster care because of documented parental neglect. He is now 13 years old and in the 8th grade. Russ has been determined eligible for Special Education services under the Other Health Impairment. Diagnosed with ADHD, he has shown learning and behavioral difficulties that are negatively affecting his educational performance.
Interviews with Russ’ teachers and an analysis of multiple evaluations revealed that Russ has a penchant for science and has the propensity to engage in lengthy discussions about subject matters that fascinates him. He seems to be more comfortable with one on one time with adults. read more