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Module 1. By: Christina Marotta. Classroom Setting. Kindergarten classroom 1 teacher and 1 tutor 19 children All English speaking students. Method of Data Collection. Quantitative data Tallied three two hour periods 1 focus child “Nicole”. What did I observe?. How many times “Nicole”…

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module 1

Module 1

By: Christina Marotta

classroom setting
Classroom Setting
  • Kindergarten classroom
  • 1 teacher and 1 tutor
  • 19 children
  • All English speaking students
method of data collection
Method of Data Collection
  • Quantitative data
  • Tallied three two hour periods
  • 1 focus child “Nicole”
what did i observe
What did I observe?

How many times “Nicole”…

  • used a form of non-verbal communication
  • used verbal communication
  • was reprimanded by the teacher
  • was called on by the teacher
rationale for data collection
Rationale for Data Collection

I wanted to know…

  • How “Nicole” communicates
  • How her silence effects the way the teacher treats her
  • How she is disruptive in class without talking
  • The extent of “Nicole’s” silent behavior
evidence data results
Evidence/ Data Results
  • Communicated verbally: 0
  • Communicated non-verbally: 32
  • Reprimanded: 5
  • Called on by the teacher: 0
problem statement
Problem Statement:

Based on my observations, my focus child, “Nicole”,

does not use verbal communication in school.

analysis of behavior
Analysis of Behavior
  • Issue of social and cognitive development
  • English learners may not feel comfortable talking in their non-native language
  • This child has been diagnosed with selectivemutism
what is selective mutism
What is Selective Mutism?
  • “A complex childhood anxiety disorder characterized by a child’s inability to speak in select social settings such as school.”
  • “These children are able to talk normally in settings where they are comfortable, secure, and relaxed.”

-Journal of European Child and Adolescent Psychiatry

diagnostic criteria
Diagnostic Criteria
  • Child does not speak in “select” places.
  • He or she can speak normally in at least one environment.
  • The inability to speak interferes with their ability to function in educational and/or social settings.
  • Mutism has continued for 1 month.
  • Mutism is not caused by a communication or mental disorder

www.selectivemutism.org

developmental level of nicole
Developmental Level of “Nicole”
  • Participates in all constructive assignments
  • Engages in disruptive behavior
  • Participates in play with peers
  • Difficult to assess learning
vygotsky and social cognitive development
Vygotsky and Social Cognitive Development
  • “ Thought and language derive from distinct origins but become interwoven in the course of the child’s development.” (Durkin, 1995)
  • “Cognition is social, because its development is interwoven with social activity, itself mediated by the social instrument of language.” (Durkin,1995)
  • Scaffolding and Zone of Proximal Development
action plan and theoretical justification
Action Plan andTheoretical Justification
  • Theory of motivation
  • Behavioral learning theory
  • Social learning theory
anticipated outcomes
Anticipated Outcomes
  • Decrease in anxiety
  • Steps toward more communication
  • Increase in social and cognitive development
  • Easier to assess academic progress
  • Increase in school performance
  • Verbal communication!!
problems challenges
Problems/ Challenges
  • Difficulty assessing progress
  • Easy to overlook quiet children
  • Requires special attention
  • Custom lesson plans require more time
  • No progress in verbal communication
  • Child suffers in social and cognitive development
references
References

Durkin,K. (1995). Developmental social psychology: from infancy to old age. Malden,MA: Blackwell.

Kearney, C.A., Vecchio, J.L. (2005). Selective mutism in children: comparison to youth with and without anxiety disorders. Journal of Psychopathology and Behavioral Assessment, 27(1),31-37.

Krysanski, V.L. (2003). A brief review of selective mutism literature. The Journal of psychology, 137 (1), 29-40.

Kumpulainen, K., Rasanen, E., Raaska, H., Somppi, V. (1998). Selective mutism among second graders in elementary school. Journal of Child and Adolescent Psychiatry, 7, 24-29.

The selective mutism group- child anxiety network. July, 2005, http://www.selectivemutism.org/FAQ.htm

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