Self Regulation Skills Apprenticeship for Children with Hyperactivity - Research Paper Example

? Self-Regulation and Behavior Disorders Task Apprenticeship in self-regulation: Supports and interventions for Individuals with self-regulatory impairments Purpose of the study The study aimed at establishing various ways in which people can handle children and grown ups having self-regulatory problems. The study would involve various ways of intervening when one faces persons with such impairment. Method Methods used included the use of pedagogical matters concerning self –regulation. This equipped us with the right mechanisms of handling self-regulation students. This would facilitate the teachers to handle such pupils in the right way. Pedagogical evidence is one of the methods that helped the teachers to equip themselves with knowledge pertaining to self-regulation problem. The other method used was the use of videos that demonstrated behavioral changes among kids and adults. The videos served as an excellent method of gathering information concerning to the apprenticeship. The videos included both the PBIS and ABA analysis of behavioral changes. Results Results showed that children with behavioral changes had a problem to do with their brain. The behaviors come from the way biological mechanisms frame it. The baseline for the interventions required included the use of scripts defining the events of self-regulation. These scripts were for the teachers to adhere in the event of evaluating children with such a disorder. Use of natural methods of countering PBIS was a major intervention for the teachers and persons concerning to self-regulation. Strengths and limitations The evaluation of self-regulation included strengths that helped the teachers to originate the right interventions. These interventions required that enough evidence concerning to the causes of self- regulation became clear. Limitations facing apprenticeship included the difficulties of changing adults to change behaviors that they are already used to (Ylvisaker and Feeney, 2009). 2) Behavioral and Emotional Self-Regulation In children: Relations with the Nogo N2 Purpose of study The study aimed at establishing stimulus triggering behavioral regulation. The stimuli amplify the way the brain responds, a matter that is connected to the behaviors of a person. Population involved included children in the ages 5-6 years. These were children with bad behavior records, appearing uneasy and those brought up by aggressive parents. Methods One of the methods was the use of gamma synchrony that would trigger the state of mind of a certain person. Gamma involves the use of electrotherapy to check on the reception of a child’s brain electrotherapy. The other method was the use of nogo N2 that involved scrutiny of dorsal and ventral parts of the ACC. This part revealed the association between parenting and neurology. Results It was true that the behavior of children reflects the different environs in which they are brought up. This explains that children brought up by aggressive parents are liable to have behavioral disarrays. Stimuli included things such as the environment a particular child. Evidences showing that stimuli defined the behavior of a child included the electrophysiological. This enabled us to know the way in which stimuli contributed to behavioral change. Strengths and limitations One of the strengths of this research was that activators of a child’s behavioral change became clear. This meant that a child with such behaviors gets proper handling. Evidences showing the relationship between stimuli and behavioral change were advantageous because they gave sound relations. One limitation that rose from the use of nogo N2 was that ventral ACC was not a proper way of handling children from authoritarians (Segalowitz et al, 2010). 3) Decreasing Child Defiance: Is Inquiry Indispensable? Purpose of study The study was aimed at describing how one can reduce defiance of children.This is because research had it that some children display defiance when trey are still small. Methods One way of establishing the truth in children defiance was the sampling of literature materials showing the behavior of many children for many years. These materials demonstrated the way children develop some antisocial character at an exceedingly tender age. The other method used was the use of brain scans of different kids to show their brain capacity and composure. These scans enabled teachers to handle a child’s behavior at a personal level. Results Results had it that children can develop defiance at an exceedingly tender age. Results showed that this behavior could be dealt with by professionals. Teachers had a hard time trying to contend children who are naughty and defiant to them. Therefore, teachers could handle this situation by developing ways of countering the children. The use of scans of children’s brain enabled the teachers to understand the reasons as to why some kids are defiant. Understanding a kid’s brain was the initial stage of solving their defiance. Strengths and limitations One of the achievements that came over this research was the discovery that defiance stems from the brain. This revelation enabled teachers to avoid the chances of becoming angered by the actions of defiant children. The limitation that came from this research was the fact that teachers could only use articles, books and the web after realizing that a child had a problem of over reactivity and defiance. This was absurd because these behaviors because regular teaching against them reduces their aggravation (Keat, 2008). 4) Positive Effects of Methylphenidate on Social Communication and Self-Regulation in Children with Pervasive Developmental Disorders and Hyperactivity The study based its objectives in establishing the significance of Methylphenidate in regulating behaviors of children with hyperactivity, and its benefits to social communication.The participants 30 boys and 20 girls who would be administered than drug. Methods The methods used in the study included sampling of children for the management of Methylphenidate. The children were put on a two-week schedule that would test their response to the drug. The other method used was the use of communication measures to detect the effects of methylphenidate on communication. The other method used was the use of relations between a care­-giver and a kid. This interaction aimed at ensuring that the caregiver noticed any changes in behavior of a child with hyperactivity. The interaction involved the use of toys to ensure that the kid displayed their behavior while handling them. Results The results of this research were that methylphenidate was exceedingly useful in handling communication and hyperactivity in children. This is because it enabled children to communicate with their caregivers. The drug also enabled children with hyperactivity to become easy. This is because 80% of the children were not restless after admission of the drug for two weeks. This showed that methylphenidate was a drug that could be used in the treatment of hyperactivity and poor communication among children. Strengths and limitations One of the strengths of this study was that the admission of methylphenidate proved reliable for the experiment. This is because the sampled children displayed changes in their hyperactivity behavior. The changes were positive because the children became calm after the uses of methylphenidate. The other strength was that methylphenidate proved to a control of communication among children. This is because the children using the drug had well understood communication and did not delay in answering of questions. A limitation that came up while administering methylphenidate was the fact that the caregiver was issued with a questionnaire to fill as she observed a child, whereas the child would fail to show up some traits required by the caregiver (Jahromi, et al., 2008). 5) School-based intervention for emotional self-regulation Purpose of the study The purpose of the study was inventing a project that would help control misconduct among children ion a school. Therefore, the project would aim at changing a child’s defiance at a school level. This would be of great help to the teachers because child’s defiance is one challenge facing teachers.The participants of this project involved kindergarten children from Rochester. Methods The method used was that of screening children for duration of two years. This screening would enable the teachers to identify students that had a problem of aggressiveness and emotion changes. Screening was rather tedious because the teachers had to be keen enough to notice the behavior of every child in school. Results Results established that 56% of the students had problems of aggressiveness while interacting with their counterparts. This is because the kids would beat their colleagues over particularly petty issues. It was also clear that some of the kids displayed emotional changes in school. This reveals that there are small kids can have emotional changes and aggressiveness because of different reasons. It was also clear that the teachers rated children on the baseline as ones that did not have manners. It was also evident that the sampled groups did not differ in their characteristics. Strengths and limitations One of the strengths of the study was that the students sampled for having controversial manners displayed uniformity. This means that the children identified to have quire behavior acted just the same way when placed on scrutiny. This was strength because it made the plans of the project to act as supposed to act. The limitation of the study was in the fact that the teachers already identified children at the baseline as having poor behaviors. These assumptions were not necessary because the children would think that they have bias (The Brown University Child and Adolescent Behavior Letter, 2010). 6) Self-Management of On-Task Homework Behavior: A Promising Strategy for Adolescents with Attention and Behavior Problems Purpose of study The study of self-management aimed at identifying ways in which adults can improve their already existing bad habits. This study touched on the adults alone and the way one can change those habits that cost them. Methods The method used involved the use of four adolescents to test the change in their behavior. The adolescents experienced checks from teachers during their prep time. The students used to have exceedingly bad manners during the hours of their assignments, a behavior noted by the teachers. Results After scrutiny by the teachers, the students changed their code of conduct. This is because they started acting well after noticing that they did not behave well. Strengths and limitations One of the strengths facing the change of behavior in the adolescents is that they changed their aggressiveness after sometime. The limitation was that the handling of grown ups was hectic because these are people used to behaving in a quire manner (Alexrod, et.al, 2009). 7) Self-Regulation and Learning-Related Social Skills: Intervention Ideas for Elementary School Students Purpose of study The aim of the study was that it focused in realizing that people had different behaviors since their infancy. This explains that these people grow according to the way the community treats them. Therefore, the study explains the role of learning institutions in shaping different people. Particulars included primary, secondary and tertiary learners. Methods The method used included visiting the lowest are of education, a kindergarten, to notice whether children had controversial mannerisms. Results The results identified that kindergarten students behaved in different ways.Some behaved well whereas others had questionable character. What followed was that the primary, secondary and tertiary institutions were urged to instill mannerisms to their learners. Strengths and limitations The strength of this study was that some wanting behaviors could be detected at primary, secondary and tertiary levels. The limitation was that it was not possible to change mannerisms of people in their tertiary levels of education (Pelco and Reed-Victor, 2007). 8) Praise Counts: Using Self-Monitoring to Increase Effective Teaching Practices Purpose of the study The study aimed at ensuring that a teacher scrutinizes his own behaviors to have effective teaching. The study included a high school teacher who got emotional while teaching. Methods One method of carrying out the study was through self-monitoring to ensure self-scrutiny. Another method was the use of peer coaching. This involved a colleague listening to the teacher’s lesson and advising the teacher accordingly. The last method was self-evaluation. Results The results of the study were that the teacher got first hand feedback from the teacher who was watching him carry out his lesson. This enabled the teacher to change his modes of teaching and monitor himself. Strengths and limitations The teacher benefited from the praise given by his colleague. He also made sure that he instilled self-monitoring in his teaching (Vannest and Parker, 2007). 9) Students with Emotional and Behavioral Disorders Can Manage Their Own Behavior Purpose of study The study established the ways in which certain people can handle their emotions in diverse ways. Therefore, the study seeks to explain how people can change their behaviors with ease. Methods The methods used included sampling. This was done to students with a problem of handling their emotions. They had to do the exercises of exercising their bodies without talking at all. The teachers were asked to check on the way the students dealt with their emotions after the training. Information concerning to the progress of the student was to be coded in tapes .The tapes would act as a source of reference in future times. Results The students taught on how to handle their sensations did so with a lot of ease in due course. The same students could carry out their edification duties without realizing. This is because the ability of handling their emotions became rooted in their mechanism. Strengths and limitations The strengths required in ensuring that students managed their own emotions are that the learning exercise became easier for all of them. This is because the weight of issues did not engulf them. The students became able to relate with their peers and teachers. The limitation that came with this study was the fact that it was not easy for the students to tame their behaviors. This is because they did not realize that their behaviors were different in any way (Patton, Jolivette and Ramsey, 2006). 10) Self-Regulation Interventions for Children with Attention Deficit/Hyperactivity Disorder Purpose of the study The study aimed at ensuring that students with attention deficit and hyperactivity helped themselves. This would be the first step in ensuring that they handled their condition much better than any one else. Hyperactivity was to be discussed as relating to the way students having it had to come to terms with their condition. Methods Methods used included the use of study selections. The study selections included the use of reviewed journals that handled hyperactivity in children. Reports were also used to originate information during the investigation of hyperactivity. This is because the sources acted as a rich source for the topic. Results The results of the study were that clear definitions of hyperactivity were laid out. Children with the problem were issued with materials that handle their condition. The articles would make it easy for the students to handle their condition well and with expertise. The students with these problems became well after a short while. This is because they became responsive of their conditions than any other person. Strengths and limitations One of the strengths of this study was that it enabled the students with the problem of hyperactivity to understand their conditions. Understanding their condition would lead them to become aware of the right ways of handling their situations. The limitation that came with this study was the use of recorded evidence to discuss the issue of hyperactivity. There were no other sources that gave enough evidence on the way hyperactivity affected students. Another limitation was that the students with this problem found it hard to recognize their condition. It was thus hard for them to handle their condition at first (Reid, Trout and Schartz, 2005). References Axelrod, M. et al. (2009). Self-Management of On-Task Homework Behavior: A Promising Strategy for Adolescents with Attention and Behavior Problems. National Association of School Psychologists. School Psychology Review, 2009, Volume 38, No. 3, pp. 325–333. Jahromi, L. et al. (2008). Positive Effects of Methylphenidate on Social Communication and Self Regulation in Children with Pervasive Developmental Disorders and Hyperactivity. Springer Science+Business Media. J Autism Dev Disord, (2009) 39:395–404. DOI 10.1007/s10803-008-0636-9. Kalis, T. (2009). School Psychologists. School Psychology Review, 2009, Volume 38, No. 3, pp. 325–333. Keat, J. (2008). Decreasing Child Defiance: Is Inquiry Indispensable? Springer Science+Business Media. Early Childhood Educ J, (2008) 36:155–160. DOI 10.1007/s10643-008-0262-3 Patton, B., Jolivette, K. and Ramsey, M. (2006). Students with Emotional and Behavioral Disorders Can Manage Their Own Behavior. Inclusive Intervention Strategies. Teaching Exceptional Children, Vol. 39, No. 2, pp. 14-21. Pelco, L. and Reed-Victor, E. (2007). Self-Regulation and Learning-Related Social Skills: Intervention Ideas for Elementary School Students. Preventing School Failure, Vol. 51, No. 3. Reid, R., Trout, A. and Schartz, M. (2005). Self-Regulation Interventions for Children With Attention Deficit/Hyperactivity Disorder. Councilor Exceptional Children. Vol 71. Ne. 4. Segalowitz, S. et al (2010). Behavioral and Emotional Self-Regulation in Children: Relations Vannest, K. and Parker, R. (2007). Praise Counts: Using Self-Monitoring to Increase Effective Teaching Practices. Preventing School Failure, Vol. 51, No. 3. Ylvisaker, M. and Feeney, T. (2009). Apprenticeship in self-regulation: Supports and Interventions for individuals with self-regulatory impairments. Informa Healthcare. Developmental Neurorehabilitation, October 2009; 12(5): 370–379. Read More