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The process to identify and help a struggling student M2U3A2 by Zhuo Chai…

- - - - Combination of using UDL and Gamification
        
        UDL (Universal Design for Learning) provides learners in the classroom with greater freedom in how they get the knowledge, the pace of engagement, and how they express what they have learned.
        
        Gamification is the process of using gamified elements in the classroom. It can include giving points instead of traditional grades, or making engaging assignments that are like quests instead of 'work.'
    - - Combination of PBIS and ABA
        
        Use PBIS approaches to help create a supportive environment and apply evidence-based interventions to reinforce positive behaviors.
        
        Applied Behavior Analysis (ABA) strategies help when collecting and analyzing data to monitor progress.
  - - - RtI (Response to Intervention) model
        
        first, meet with the teacher to discuss their observations. Then it really depends what the issues are before moving to the next step.
        
        Tier 1 / Moderate Behavioral or Academic Challenges
        
        Special teachers create a basic action plan (a list of strategies for the teacher to implement) and a method of tracking progress. Review after period of time to monitor progress (at least a month; preferably 3 unless there is an escalation or complication). If progress is not made then the student will move to Tier 2.
        
        Tier 2 / Severe Behavioral or Academic Challenges
        
        Special teachers will go observe the student and attempt to create a more individualized action plan. If with severe behaviors, they will also conduct an FBA (Functional Behavior Assessment) to establish what is prompting the behaviors.
        
        Tier 3 / students that already have diagnoses
        
        If the students do not show progress after the more individualized programs were implemented, Special teachers may refer the student for evaluation. a Learning Support Plan including goals, modifications, accommodations and a system of intervening in class is also created. If an evaluation is not possible or the parent refuses or if the evaluation is inconclusive special teachers may still create a LSP in which the provisions are "recommended" rather than required.
- - - - Becomes easily frustrated.
      - Lacks self-motivation.
      - Has difficulty staying on task.
      - Takes longer than normal to complete written work.
      - Begins to argue with you over school work.
      - Becomes anxious and stressed about homework.
      - Starts to leave books and assignments at school.
      - Has difficulty following directions.
    - - seeking attention- students use disruptive methods to seek the attention of their classmates during inappropriate times in class.
      - behaviors that function cause the removal of something or someone from the environment.
      - Tangibles - behaviors that seek the possession of material items or to engage in activities.
      - Automatic - behaviors that are reinforced by sensory stimulation.
      - Medical - behaviors that are caused by medication or other diagnostic factors.
    - - Bullying
      - Social withdrawal.
      - Excessive feelings of rejection, isolation and being alone
      - Having been a victim of violence
      - Feelings of being picked on and persecuted
      - Low interest in school and poor academic performance
      - Expressions of violence in writings and drawings
      - Uncontrolled anger.