Casey's Approach to Cognitive Disabilities & Leak's Response to Anxiety

Casey was a good source of information in crisis prevention I really learned the importance of allowing students to release energy when their behavior escalates to a defensive level. While the safety of the students and others in the room is the highest priority, approaching a defensive student in a defensive way will only escalate the situation. Only as a last resort should physical restraint be used in order to protect the student from harming himself or others. If in a proper and safe environment, however, a student should be allowed to vent, so that when the energy has been released, they are able to think logically and not with their emotions I was very surprised to hear that there are therapeutic classrooms.

While seclusion rooms are an option, it’s awesome to hear that new alternatives are being taken to help with students’ behaviors and anxiety’s. Doing small things like dimming the lights, and having soft colors can really impact the concentration of students.

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It’s a cool place to release some tension so that a student is in a good emotional and physical state that allows them to succeed. I would be interested to know how сasey would approach crisis intervention with kids who have the oppositional defiant disorder. In lecture we discussed that part of the disorder is deliberately causing harm and not showing feelings of regret. Would an approach that involves physical restraint be an immediate response in crisis intervention? How would Casey approach crisis intervention to include students with cognitive disabilities such as ADHD? This makes me think back to the marshmallow experiment, where the kids who were old enough to comprehend the directions followed through and resisted temptation.

For many teachers when a student is not listening his behavior is often seen as defiant, but in reality, they may not comprehend what is being asked.

For example, the little ones who did not even wait for the experimenter to leave and starting eating their marshmallows. Some students pretended to eat the marshmallow but they were following through. Is this the same case with kids with ADHD? A student who has excess energy and who is unable to focus could be labeled as defiant. This instead makes me think that he did not understand instructions properly since he was unable to focus and understand the instructions given by the teacher. According to the zero-tolerance document, treating students with disabilities with zero tolerance through expulsion or seclusion, actually hurts them, as they are not receiving the proper care if they are expelled. Instead, our document, disciplining students with disabilities, states that a student should learn the rules as well as the parents. How would a student who does not understand the rules due to their cognitive abilities, like the youngest kids in the marshmallow video, comprehend what is the right thing to do?

How could a parent who does not understand the language or culture, be able to help their child if they did not comprehend the directions for intervention? I would like to investigate more about this subject, and how sometimes lack of understanding can cause a wrong approach to be taken during a crisis. I really enjoyed Karen Leak’s response to anxiety. I did not know that there were physiological triggers that instigate the feelings of anxiety like; one’s stomach tightening, increased heart rate, and many others. Using the acronym FEAR students can control their anxiety. The steps include asking yourself if you are frightened or anxious, changing your expectation, having a positive attitude, and rewarding yourself after your results. I thought it was surprising during our discussion when Karen stated that what is the best treatment for some children is not always feasible for the school.

As a school psychologist she referred her self instead like a school “meetingologist,” There is an obvious shortage of school psychologists, and as a result, she spends more time working on a system level basis as a way to help both the teacher and the student. In a perfect world, she would be able to have a lot of one on one-time students, but at the current moment in time, it is not feasible for most schools as her particularjob is more systematically basedr Karen also talked about Multi- Tired Systems of Support, where steps are taken to help students by creating an intervention, followed by assessment, a support system, an improvement process, and the creation of a team I would like to learn more about the role parents play in this system. During lecture, we talked about how expulsion only removes the student from receiving care 15 the same thing happening when a student leaves to go home?

After school is over, it’s possible that what the teacher is teaching the student, is contradicted by certain parenting styles? How does one overcome this? This makes me draw the connection to the case we analyzed in class of a student who was diagnosed with defiant oppositional disorder. In reality, I feel this was a case where the intervention the school was providing for the student was contradicted by the parents. For example, the student’s father was planning to leave his son once he turned eighteen I feel this student was not provided with any positive behavior support. The onset of his disorder was not until he was in middle school, which makes me think that a small intervention by providing positive behavior support (PBS) would have made a big difference.

The student instead was conditioned to be bad both in school and at home, because he is constantly told he is bad, and so he believes it I think something the DSM 5, does not take into account the trigger that caused the onset Is it purely biological and something the student will have to learn to control, or is a simple change in the environment a possible intervention? In the case of this student, the trigger that caused the onset of the disorder was his parent’s divorce. After his parents divorced so did his behavior this causes me to question if it was an actual disorder. How does knowing this information help school psychologists with their intervention?