An appropriate individual intervention program be developed considering Jeffrey’s developmental needs and challenges, learning styles, the nature of services needed to support his education and the environment for social support. The support services can be formed and maintained through a collective effort of the parents, teachers, the society and the school community. Such services involve training the parents, giving special care, medical intervention, counseling and managing aggressive and self-injurious behaviors (Wayne, 2005).There are various approaches to plan for provision of Jeffrey’s special needs.
An appropriate way to begin planning for Jeffrey is to consider his developmental levels which would guide in programming for social relationships and affective behaviors. This would involve the teacher to apply principles of applied behavior analysis which emphasizes on structured and sequential teaching strategies with systematic data based evaluation methods(Middlemiss,2002).The purpose of the analysis is to vary a specific behavior, either increasing or decreasing it depending on the objective. There are various strategies employed in the analysis without alteration of the curriculum.
Prompting- Inducing the student to perform by utilizing, gestures, verbally, demonstration or by expectant waiting (Middlemiss, 2002).This would encourage the student to participate in the learning process.
Chaining- A teaching approach in which the teacher links the content in a chain manner, by may be beginning with the backward and proceeding in reverse(Middlemiss,2002).This develops the child’s mind to follow through all the steps and be able to perform the same tasks alone.
Another target point of planning in catering for Jeffrey’s condition in learning is considering the working environment. The learning surrounding should be ...
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“Channeling Students into Special Services Essay Example | Topics and Well Written Essays - 500 Words”, n.d. https://studentshare.net/education/510542-channeling-students-into-special-services.
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