...movements. Also discussed are the effects ADHD and ODD can have on teachers who are observing children involved in a scripted act, unknown to the teachers, and how the halo effect might cloud their review of the child being observed and graded on their behavior. Introduction The effects of what is called the “halo effect” and how it relates to grading of student projects and ratings of their disruptive disorders can have dramatic effects on the finding of research project and diagnosis’ of patients. Halo effect is properly defined as: The halo effect is the systematic bias that the rater introduces by carrying over a generalized impression of the subject from one rating to another. An instructor expects the student who does well on the first question of an examination to do well on the second. You conclude a report is good because you like its form, or you believe someone is intelligent because you agree with him or her. Halo is especially difficult to avoid when the property being studied is not clearly defined, is not easily observed, is not frequently discussed, involves reactions with others, or is a trait of high moral importance. (Cooper & Schindler, 2010, p. 298) This literary review discusses the halo effect in the education environment. Twelve articles have been reviewed and discussed on the subjects of 1) teachers rating students, 2) students rating teachers, 3) the perception of Attention Deficit Hyperactive Disorder (ADHD),...
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...Interview with Kim On April 2, 2014, I interviewed Kim Barber, a mental health worker that works with children and their families with mental and learning disabilities. During our interview she spoke of how her daily schedule, who she works with, why she chose this career and the issues surrounding working with her clients. Kim Barber works for Behavioral Health for children. The clients she works with have behavioral, mental, and learning disabilities. The main focus of her job is therapeutic intervention and teaching new skills. She does work with these children one on one along with their families and other professionals to help the clients be successful in school and at home. (K. Barber, personal communication April 2, 2014) Kim’s day pertains to working with three different children, age’s six to eleven. Kim goes to two different schools and works with these children hat their home. Each child has “prescribed” hours to receive the required treatment at school and at home. The three children she works with all have different needs. One of the children she works with she is required to sit next to the child. He is easily distracted and is unable to stay focused. His behaviors require having someone with him so he does not harm himself or others in the classroom. Another one of her children does not require much attention; she sits in the back of the classroom. The only thing that she is required to do is to help the client get his things together at the end of...
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...Abstract The issue of classroom management regarding students with ADHD and ODD has been debated in the educational field for many years. Many studies attribute common behaviors such as aggression, noncompliance, and anger as factors leading towards teacher frustration and increased teacher burnout (Bunte, Schoemaker, Hessen, van der Heijden, &Matthys, 2014). Approximately 11% of children 4-17 years of age (6.4 million) have been diagnosed with ADHD as of 2011.The percentage of children with an ADHD diagnosis continues to increase, from 7.8% in 2003 to 9.5% in 2007 and to 11.0% in 2011 (ADHD). Additionally, students with ADHD have shown an increase in comorbidity with ODD (ADHD). Due to the fact that many teachers lack preparation in the area of classroom management dealing with students with challenging behavioral issues, such as those in students with ADHD and ODD, they are subjected to increased frustration and increased teacher burnout rates. Further research also points out the adverse effects lack of teacher preparation have on the future outcomes for students with negative conduct behavior, which include the likelihood of students with ADHD and ODD to develop substance abuse and criminal aggression in later years (Darney, Reinke, Herman, Stormont, &Ialongo, 2012). As such, professional development in the form of teacher and intervention training is needed in order to support the needs of both the teachers and the future outcomes for students. This grant proposal will...
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...mother a report with a turned down smile on it from her teacher indicating she was disruptive in class, earning her a time-out. Her mother asked why she talked so much in class. With a wide-eyed innocent expression on her face, Brianna says, “I don’t want to but I have to! (B. Smith, personal communication, October, 2002). For an estimated 4.5 million school-aged children diagnosed with ADHD, this same sentiment could be echoed much to the dismay of parents and teachers alike. Forty percent of these children are also diagnosed with co-morbid conditions, secondary to ADHD, such as learning, and conduct disorders or Oppositional Defiance Disorder, a condition marked with aggression, conflict-seeking, ignoring even the simplest requests, and frequent outburst (Flippin, 2005). Proponents of Inclusion Education argue integrating disabled students with their non-disabled peers into mainstream classrooms is beneficial to teaching them how to socially function in the world after high school; however, immersion does not guarantee inclusion for the ADHD student, who typically does not benefit from the one-size-fits-all classroom model. Inclusion of ADHD students in mainstream education has merit, but it has missed the mark because it leads to social stigma and academic underachievement. Both Section 504 of the Rehabilitation Act of 1973 and the Individuals Disabilities Education Act (IDEA) recognizes, legitimizes, and ensures disabled students the right to be “educated in the least restrictive...
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...ADHD Attention-Deficit/Hyperactivity Disorder Joselito B. Diaz, MD, FPNA College of Rehabilitation Sciences Attention-Deficit/Hyperactivity Disorder Characterized by a pattern of diminished sustained attention and higher levels of hyperactivity-impulsivity in a child, older adolescent or adult, more than expected for that age and developmental level Subtypes: Predominantly inattentive presentation Predominantly hyperactiveimpulsive presentation Combined presentation Attention-Deficit/Hyperactivity Disorder Inattention manifest behaviorally as wandering off task, lacking persistence, having difficulty sustaining focus, and being disorganized and is not due to defiance or lack of comprehension Hyperactivity refers to excessive motor activity when it is not appropriate; in adults may manifest as extreme restlessness or wearing others out with their activity Impulsivity refers to hasty actions that occur in the moment without forethought and that have high potential for harm to the individual Desire for immediate rewards or inability to delay gratification Attention-Deficit/Hyperactivity Disorder Establish that the patient has either inattention or hyperactivity/impulsivity or both that has persisted at least 6 months to a degree that is maladaptive and inconsistent with their developmental level Several symptoms that caused impairment presented before the age of 12 Clear evidence...
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...University, Bakersfield Attention-Deficit Hyperactivity Disorder (ADHD) is one of the most predominant childhood disorders and it is a community and family health problem that can result in meaningful psychiatric, social, family, and academic problems if not treated (Ercan, Ercan, Atilgan, Basay, Uysal, Berrin, & Ardic, 2015). ADHD, affects approximately five percent of school children worldwide and usually presents itself in early childhood (Prasad, Brogan, Mulvaney, Grainge, Stanton, & Sayal, 2013). Children with ADHD display...
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...Abstract Children and adolescents who engage in and antisocial behaviors repeatedly, exhibit a persistent pattern of antisocial behavior that significantly impairs everyday functioning in the contexts of the school, home and the community. Preventing and treating aggressive behaviors in children and youth encompasses a combination of cognitive, behavioral interventions, and parental training and increased school involvement and is targeted to the reduction of dysfunctional cognitive, behavioral, and problem-solving patterns of aggressive youths. Keywords: aggression, antisocial behavior, children, adolescence, conduct disorders, behavioral problems, development and intervention. Introduction The display of aggressive behaviors by children and youths in Trinidad and Tobago is one of the most pressing concerns facing parents and teachers today. As a result, students with significant behavioral concerns or educational disabilities are clustered together into alternative educational programs. As a result, increased inclusion of disturbed and socially maladjusted students, including those with histories of aggression and violence, is related to an overall increase in school aggression and violence. Aggressive antisocial behavior appears to be a developmental trait that begins early in life and often continues into adolescence and adulthood. For many youths, stable manifestations of antisocial behavior begin as early as pre-elementary school (Emond, Ormel, Veenstra, & Oldehinkel...
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...and private practices. Those who achieve a Ph. D in clinical psychology have chosen the most flexible option of the two. A Ph. D in clinical psychology is both scientifically and behaviorally focused allowing those who finish the program can work in clinical, research or educational settings. Whereas, those with Psy. D have completed coursework that is more specifically geared towards counseling in mental health settings. Clinical psychologists often have to diagnose and assess people with mental disorders. There are different tracks within clinical psychology that one can choose to specialize in, such as adult clinical psychology or child clinical psychology. With a specialization of child clinical psychology, a psychologist is responsible for the care and protection of the youngest population of society. Those in child clinical psychology are often the professionals who first encounter and raise awareness of a child’s signs and symptoms of autism Background on Autism Three children are diagnosed with autism every hour. In this day and age, there...
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...manic-depressive illness, Bipolar Disorder is a brain disorder which causes a person to have unusual shifts in mood, energy, thought, and behavior, and can seriously affect one’s ability to function. More than 2 million American adults are diagnosed with BPD and the disorder typically develops in late adolescence or early adulthood, but many people are first diagnosed with it in childhood and may exhibit symptoms as early as infancy (Spearing, 2001; Bardick and Bernes, 2005). It is estimated that approximately 90% of individuals with Bipolar Disorder experience its onset before age 20 (Hoofnagle, 2002). Pediatric-onset Bipolar Disorder (PBPD) is one of the most severe psychiatric illnesses that can affect children’s ability to succeed in all aspects of their lives, including in school. This paper aims at examining PBPD, its symptoms and causes, the neuropsychological deficits it presents in relation to comorbid conditions, how it affects student learning, educational impairments it causes, its educational implications for teachers and counselors, and its treatment and outcomes. The primary purpose of this paper is to educate educational service providers about PBPD so they can be more aware of how to recognize it in order to provide referral for intervention when needed, help in the process of providing early intervention, and accommodate for the disorder in the classroom. Most people go through normal ups and downs in life. Bipolar Disorder symptoms are much more powerful than...
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...The following case study is one of immense complexity. It carries with it a wide range of emotions, leading to analysis of extensive research, regarding behavioural problems in children who have been exposed to dysfunctional family life throughout their early years. It will pose theories concerning a child’s early experiences, demonstrating the effect of the future of the child if their early years are problematic. Discussing implications of the child’s behaviour. For the purpose of this case study, due to the data protection act of 1998, the names of all involved have been changed to conceal their identity. It was on a bleak mid - winters early morning, in the Sea side town of Blackpool that Maggie Brown would be brought into the world. On that morning nobody could have anticipated that the years to follow would be as bleak. Maggie was rejected emphatically minutes after her birth. When Maggie was presented to her mother she shrieked to the nurses to “get that thing away from me”. Sarah, Maggie’s mother took her home reluctantly, starting what would be a threatening few years for Maggie. Despite Sarah expressing undesired feelings for her daughter, family members assumed they were a result of post natal depression and ignored them. Sarah even went to lengths of trying to give Maggie away on two occasions, once to a lady on her road who longed for a child. Maggie was hurriedly collected by her auntie and taken back home to her mother, where her aunt felt she belonged. Little...
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...CHAPTER TWO Review of Literature Introduction Current educational research on bullying imbedded in bullying programs instruct Educators on how to handle different aspects of bullying episodes and, on how to instill an understanding of student’s perceptions of bullying incidents, however, not all teachers have the same perception of bullying interactions. Everyone comes to the table with their own set of definitions and perspectives based upon their background and upbringing. There is a need to examine these varied perceptions and understandings and how people in schools define and respond to bullying. There are critical gaps in the existing research on this subject and by identifying and understanding teacher perceptions of bullying in this time frame of 2013, response to incidents involving student bullying will provide useful insights while also providing future researchers points of comparison. The purpose of Chapter Two is to support examination of my body of research and to determine similarities and differences in teacher perceptions of bullying in their schools. Background information will be provided to the reader on the kinds of bullying and their definitions, and what affects accompany bullying episodes and current existing attitudes about bullying. Review of the Related Literature Bullying has been come to be defined as the repeated aggressive behavior that can be either physical, psychological to...
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...the behavioral result if the child is exposed to violent entertainment? 4. In what aspects can a child be able to stop his aggressive behavior? 5. What measures does the media industry have to do in order to put a stop to this? Has been prepared and submitted by Perona, Jerril A. Palma, Keirsha J. Gabin, Pauline C. Ramirez, Bernadette G. APPROVED BY: Mrs. Maritess Pomada January 9, 2015Coordinator, Psychology Department | Introduction “Effects of Violent Video Games and Media on Aggressive Behavior” It’s not a new issue – in the 1950s, psychiatrist Fredric Wertham wrote a book called “Seduction of the Innocent”, which claimed that comic books were unnecessarily exposing children to violence and causing them to become delinquent. Although Wertham’s methods and claims have since been called into question, similar concerns about the links between violent media and violent behavior have been raised about television and, most recently, video games. The researchers have found that participants who played violent games blasted their opponents in the secondary task for longer, which was interpreted as an increase in aggressive behaviour. Another...
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...L. James Editor-‐in-‐Chief Student Perspectives in Cognitive Neuroscience 1 August 2014 Dear Dr. James, I would like to submit my article entitled, “Recovery from Childhood Traumatic Brain Injury: Case Study-‐Susan” for publication as a review article in the Student Perspective in Cognitive Neuroscience. The article traces traumatic brain injury in an eight-‐year-‐old child with a premorbid Attention Deficit/Hyperactivity Disorder (ADHD) and challenging family environment. With the aid of Luria’s conceptual approach to brain organisation and function, and Piaget’s stages of cognitive development, we are able to gauge the impact of the trauma on brain function and also the long term effects...
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...developmental milestones and express skills within an average range for their age group. Others show delayed growth at certain developmental milestones, and many students with disabilities experience challenges as they navigate through the school curriculum. It is critical that special education teachers know how to differentiate between typical individual differences among children without disabilities and differences that may indicate a disability that requires interventions and/or specialized designed instruction. In addition, special education teachers need to know the most common types of disabilities that students may experience and how those disabilities affect their ability to learn and their behavior in the classroom. Competency 1 thus focuses on the characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter. The test includes a wide range of multiple-choice questions that address Competency 1. * Questions on typical and atypical behaviors and abilities for children and adolescents at particular ages. * Questions on the types and characteristics of various disabilities. * Questions on the similarities and differences among students with and without disabilities. This competency encompasses the following content: ► Demonstrate knowledge of characteristics of typical and atypical human growth and development in various domains (e...
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...PN MENTAL HEALTH NURSING EDITION . CO NT ASTERY SERI ES TM N E R EV MOD IE W LE U PN Mental Health Nursing Review Module Edition 9.0 CONtriButOrs Sheryl Sommer, PhD, RN, CNE VP Nursing Education & Strategy Janean Johnson, MSN, RN Nursing Education Strategist Sherry L. Roper, PhD, RN Nursing Education Strategist Karin Roberts, PhD, MSN, RN, CNE Nursing Education Coordinator Mendy G. McMichael, DNP, RN Nursing Education Specialist and Content Project Coordinator Marsha S. Barlow, MSN, RN Nursing Education Specialist Norma Jean Henry, MSN/Ed, RN Nursing Education Specialist eDitOrial aND PuBlisHiNg Derek Prater Spring Lenox Michelle Renner Mandy Tallmadge Kelly Von Lunen CONsultaNts Deb Johnson-Schuh, RN, MSN, CNE Loraine White, RN, BSN, MA PN MeNtal HealtH NursiNg i PN MeNtal HealtH NursiNg review Module editioN 9.0 intellectual Property Notice ATI Nursing is a division of Assessment Technologies Institute®, LLC Copyright © 2014 Assessment Technologies Institute, LLC. All rights reserved. The reproduction of this work in any electronic, mechanical or other means, now known or hereafter invented, is forbidden without the written permission of Assessment Technologies Institute, LLC. All of the content in this publication, including, for example, the cover, all of the page headers, images, illustrations, graphics, and text, are subject to trademark, service mark, trade dress, copyright, and/or other intellectual property rights or licenses...
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